Times tables

MathematicsMultiplication & DivisionAges 6–7

Recall and use multiplication and division facts for the 2, 5, and 10 multiplication tables

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Teaching Table

Set out your lesson

Link equal groups to multiplication and related division facts.

Activity

Ask the learner to explain one prerequisite idea before starting. If uncertain, revisit it; graph order is not learner readiness.

Policy

Check readiness rather than assuming source graph order establishes attainment.

Instructions

Use counters if helpful. Put Show/G cards away for Try; log whether counters were used.

No Printer

Use the supplied stage cards on screen or scrap paper; adult key stays separate.

Materials are ready in each step. Use them on screen or print just the current step. Put teaching examples aside before the learner tries.

What this lesson covers and its limits

These are bounded opportunities, not learner attainment. Partial and blocked source requirements remain so.

partial: Recall and use multiplication and division facts for the 2, 5, and 10 multiplication tables
Bounded objective: Link equal groups to multiplication and related division facts. Exact source 5 × 3 and 20 ÷ 5 were taught, so they cannot establish fresh recall. No timed fluency claim.
partial: Quickly answer 5 × 3 = 15 from memory
Exact 5 × 3 is modelled, not tested as quick unaided recall.
partial: Quickly answer 20 ÷ 5 = 4 from memory
Exact 20 ÷ 5 is guided, not tested as quick unaided recall.
partial: Recite the 2, 5, and 10 times tables fluently
Optional table recitation with separate strategy notes; fluency only if actually observed.
partial: Can {{name}} quickly recall times table facts from the 2s, 5s, and 10s — like '5 × 6 = 30' or '20 ÷ 2 = 10' — forwards and backwards?
Try offers unrehearsed-items-calculation-or-recall for the bounded objective; it does not establish every part of the source assessment. Exact source 5 × 3 and 20 ÷ 5 were taught, so they cannot establish fresh recall. No timed fluency claim.

Exact source 5 × 3 and 20 ÷ 5 were taught, so they cannot establish fresh recall. No timed fluency claim.

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1 approach

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Link equal groups to multiplication and related division facts.

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The teaching approach appears above.

“Can your child quickly recall times table facts from the 2s, 5s, and 10s — like '5 × 6 = 30' or '20 ÷ 2 = 10' — forwards and backwards?”

Standards

uk-nc-2013:Maths/Y2/MD/1