## Times TablesHCAT

FS focus on the development of number patterns and repeated addition.
Y1 pupils will explore 2, 5 and 10 times tables throughout the year.

Further challenge can be given if children are progressing through the expected x tables (4x tables linking back to the 2's)

Y2 pupils will be taught 2, 5, 10, with the more able also covering 3 times tables.

Further challenge can be given to children who are embedding the expected x tables (6x tables linking back to the 3's).

Y3 will continue to work on 2, 5 and 10 times tables and also 4 and 8's.

Further challenge can be given be given by sharing the 6's and 9's making links to the 3's.

Y4 pupils should know all the times tables – they will need regular practise opportunities and should be able to mix times tables confidently.

Continue to challenge children looking at related division facts.

Y5 and 6 pupils will continue to rehearse and develop their times table skills using larger numbers.

Challenge children through related division facts and decimal calculations.

#### "How do we learn times tables? Is chanting enough?"

Rote learning isn't enough to help children recall or apply their tables facts and a strategy-based approach is required to allow children to understand and make use of the properties of and connections within maths.

Our policy will share a number of ideas for the teaching of key strategies in KS1 and KS2 and provide ideas to support children in developing rapid recall of times tables through understanding the underlying structure of and relationships with multiplication.

Strategies for use in each year group

### Keep it engaging!

How do we ensure this is consistent across school?

### Times table Rockstars is used consistently to track and assess children in school.

#### 1. How do we baseline children?

Using TTRS, the baseline is needed to see and compare improvement. When using the iPad the baseline simply requires playing a 'Gig' game. This issues 100 multiplication questions on the 10s, followed by 10 questions on each of the 2s, 5s, 3s, 4s, 8s, 6s, 7s and 9s and then 5 questions on the 11s and the 12s. There is a 5 minute time limit and pupils will not necessarily get round to answering all 100 questions during that time which is fine.

After the gig, pupils will be placed at the best starting point on the training course. IMPORTANT: Automatic training mode needs to be turned on for 'gig' game to appear! (Set tables>choose class>automatic training turn on)

*Gig option only works when ATM is switched on*
Heatmat created from completing the Gig- these can be printed off through the 'STATs' option.

#### 2. How can we personalise x tables for every child?

Using TTRS, select specific tables that you want the children to work on. Use ‘HCAT maths on a page’ and each child’s ‘personalised heatmap’ for guidance on what x tables the children in your class need to be focusing on. Ensure that HA children are challenged through a wide variety of times tables.

Ensure you've turned ATM off to set specific tables for each group. Once the ATM is switched off, the gig option will disappear. If you want to complete another baseline you will have to turn ATM back on!

#### 3. How do we ensure children are using the app correctly?

Find time for children to practise their focus times tables and make sure you have set them on TTRS. When children have selected ‘Garage’ or ‘Arena’ they are purely tested on their focus tables set by you! If they choose ‘Studio’ or ‘Festival’ they are focusing on random tables up to 12 x 12.

#### 4. Do we have a set time/structure to teach times time?

Little and often is better than a long session once a week. Alongside the use of TTRS, it is important that we teach strategies to build on conceptual understanding, progressive steps can be found on the HCAT calculation policy. See the x table activities that can be used/adapted to suit the needs of your children!

Key messages: Make connections, explore properties and use concrete and visuals! Embed the skills early and develop a range of strategies and representations so relationships are fully understood.

Set battles against other classes in school or other classes across HCAT trust. Select tournaments>new battle

Launch TTRS each term to raise the profile of times tables. Have a specific award each week in assembly for TTRS of the week KS1 and KS2.

TTRS Launch day!

#### 5. How do we track and assess times tables?

After children have completed their baseline, children will have their own personalised heatmap. These should be analysed by the class teacher to ensure personalised times tables are set for specific groups. Children have a personal tracker which they will fill in 3 times over the month along with their speed.

Over the course of the term children should gain confidence in their set times tables when using the ‘garage’ feature.

On a termly basis (half termly for Y3 & 4) children should take the ‘soundcheck’ assessment to evaluate their progress towards the expected standard. The ‘soundcheck’ replicates the test Y4 pupils will be taking nationally.

Soundcheck mirrors what the Y4 Times Table Check will look like

Children need to continue to use TTRS consistently at school and home for it to be effective.

#### 6. How can we engage parents?

Engage parents through a TTRS meeting explaining the importance of times tables being practised at home. Share information about the times table check in Y4 and share the progression of x tables across each year group. Dedicate using TTRS at home as weekly homework – this can be monitored through heatmaps.

#### 7. How do we continue to track and assess pupils? How do we ensure targets are set appropriately?

Ensure you know your children. Identify the children who passed maths at KS1 and ensure they are going to pass the check. Use AFL to group and target specific children for further times table support. Evidence what children are getting and how children are progressing through the year using the excel tracker.

See assessment timetable below.
Soundcheck- progress 25 questions.
Children to fill in their focus x table set by the teacher. Challenge tables to be set as a challenge if children are becoming fluent in the set tables. To be stuck in the back or front of children's books so children can access it and update their target tables.
Y3/4 Excel tracking document: to be filled in every half term when the 'sound check' has been completed. Link back to the assessment calendar to see the progressive pass mark for Y3 and Y4.
How do we ensure that children know more and remember more in each year group?

#### It is important to ensure that children get a chance to revisit times tables they have previously been taught along with their focus tables that half term,

Questions can be generated through the TTRS website and teachers can select a range of tables they would like their children to answer. This enables children to revisit and make links to previous learning and further their understanding.