1h Multiplication

Know your multiplication tables or know how to work

them out

Useful resources
Blank multiplication
grid (for
display)

Starter Jumbled products

Write a set of answers on the board: 28, 33, 40, 48, 54
Ask students to work out what the questions to 4 of the
answers could have been using the following numbers:
3, 4, 5, 6, 7, 8, 9, 11
Challenge students to make up questions for the extra answer!

Teaching notes
Start by asking students to work out
3 + 3, then 3 + 3 + 3, then 3 + 3 + 3 + 3.
You could go round the class one by
one. Keep this fairly brief and lively,
then ask for an easier way of phrasing
the problem a cue may come from
the student who asks how many 3s
was that? Reinforce the link between
3 + 3 + 3 + 3 + 3 and 5 lots of 3; then
ask what the latter phrase would look
like as a calculation (5 3). Students
should appreciate that multiplication
is just repeated addition, but it is
easier and quicker.

TK

Display a blank multiplication grid

(10 10) and involve students in
completing it. Reinforce the patterns
in each of the times tables (e.g. 1
table just the numbers themselves;
2 table the even numbers; 5 table
ends in 5, 0, 5, 0 etc.) and encourage
students to describe these patterns.
You might ask students to spot the
error (though be careful they dont
write down the wrong multiplication
fact).

Plenary
Try asking a few contextual questions, like: A doubledecker sandwich uses three slices of bread. How many
slices would you need for 8 sandwiches?
Use this example to extend the discussion to explore where
students might use multiplication in their everyday lives
e.g. in working out the cost of a number of items.

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Simplification
Number Integers and decimals

Students who struggle with their times tables will know the
Exercise 1h
1 table, will find the 10 table straightforward and can then
commentary
Useful resources
progress to the 2 and 5 tables. The 4 table can be found by Blank
Question
1 reinforces students
multiplication
doubling the 2 table (e.g. 4 7 is double 2 7 = 2 14 =
knowledgegrid
of the (for
times tables up to
28). Students can then tackle the 3table.
10 10. display)
Question 2 requires students to
recall multiplication facts, the largest
here being 9 9. Students often find
the 6, 7 and 8 times tables difficult to
recall. You can suggest various
strategies to help them. For example:
(a) Instead of 5 8 from the 8 table,
Extension
students could find 8 5 from the 5
First, extend to the 11 table, explaining (for example) that
table.
(b) 9 6 can be found from 10 6
by subtracting a 6. So, 9 6 = 60 6
= 54.
(c) If students know the square
numbers, they can use 7 7 to find
8 7 by adding on an extra 7 to 49
(so, 8 7 = 49 + 7 = 56); similarly,
6 7 = 49 7 = 42.
Questions 3 to 5 involve using
multiplication in simple contexts.
More contextual questions could be
asked of the class orally with
students responding using their
mini-white boards.
TK
Challenge This simple problem in
context is more of a challenge than the
earlier questions because the language
is more extensive and because the 11
table is involved. Students should be
encouraged to see the link between the
11 and 10 tables.

Links

6 11 can be thought of as 6 lots of 10 added to 6 lots of 1.

Then, extend to the 12 table.

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Number Integers and decimals

The Scottish mathematician John

Napier invented a calculating device
in the early 1600s which was
nicknamed 'Napier's Bones'. It
consisted of ten rods made from
ivory, wood or bone on which were
engraved the multiplication table.
This device made multiplication of a
number by another one-digit number
much quicker to carry out. There is

more information about Napiers Bones at

http://en.wikipedia.org /wiki/Napier's_bones

Multiplication

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