Extending Table Patterns

MathematicsMathematical ThinkingAges 7–8

Recognise and use repeated reasoning to generalise: extend multiplication table patterns, derive unknown facts from known ones, and describe rules for sequences

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Teaching Table

Set out your lesson

Use a known fact to extend a pattern and explain the rule.

Activity

Inferred, not a taxonomy edge: learner can access the supplied prompt with agreed support and can explain or mark a response. If earlier skills are unfamiliar, use the prerequisite topic for teaching; an authored prerequisite is not proof this learner is ready.

Sequence

Keep the two adult-only cards off the learner screen. Have a pencil and scrap paper if useful; oral pointing/typing/AAC can replace handwriting unless spelling or composition is the target. No printing, cutting, account or purchase is required.
Open Show first, read the explanation together, and pause to check the central idea. Then do Guided Try together.
For Try, close earlier models and the adult keys unless the task explicitly supplies a reference. Record any hints, read-aloud help or model reopening; do not call supported work independent.
Use only the active learner card. Keep the private key closed until an attempt is recorded. Stop or take a break on request; practical claims stay not observed unless actually done.

No Printer

Use on screen; read aloud or recreate a tactile model only with declared support. No printer or purchased kit.

Privacy

Never display adult keys or dictation spellings with a learner task; no family financial, identity or conflict disclosure.

Use the complete materials on screen or print only the current sheet. Keep adult guidance out of learner view. Retain an earlier model only when the current step supplies it as context.

Teaching limits and safe use

These are finite task opportunities, not proof of mastery. Record what was attempted and what support was used.

Finite patterns, not universal fact fluency.
These bounded examples do not establish independent performance in other situations. Record the support used.

Never display adult keys or dictation spellings with a learner task; no family financial, identity or conflict disclosure.

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Entire curriculum

1590 concepts · 8 subjects

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Use a known fact to extend a pattern and explain the rule.

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Learning resources

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Check understanding

Notice that all multiples of 4 are even and use this to check answers
Derive 8 × 7 from 8 × 5 + 8 × 2 by spotting the pattern
Describe a rule for a growing pattern (e.g. 'add 50 each time') and use it to predict the next terms

“When your child is learning their times tables, do they use known facts to figure out ones they're not sure of — for example, using 5 × 6 = 30 to work out that 6 × 6 = 36?”

Curriculum record

Type: Meta
Subject: Mathematics
Domain: Mathematical Thinking
Age range: Ages 7–8