Lesson: Multiplication Tables

Year: 4 | Subject: Mathematics | Time Allocation: 100%

Class/Set: ____________ Date/Term: ____________

LO (WALT): To recall and use multiplication facts for tables up to 12 × 12.

Success Criteria (WILF):

1. I can fluently recall multiplication facts for the 6, 7, 8, and 12 times tables.
2. I can use doubling strategies to derive the 12 times table from the 6 times table.
3. I can apply my knowledge to solve missing number calculations and word problems.

1. Starter (10%)

• Activity: 'Beat the Clock' Retrieval Grid.
• Explain: Students have 3 minutes to complete a mini-grid focusing on the 6 and 8 times tables.
• Challenge: Identify the 'commuted' pairs (e.g., if you know 6 × 8, you know 8 × 6).

2. Main Activity (75%)

Teacher Input:

• Model: Display a 12 × 12 multiplication square. Highlight the 6 times table row and the 12 times table row.
• Demonstrate: Show the relationship of doubling. If 6 × 3 = 18, then 12 × 3 must be 36. Use an array of counters to prove this visually.
• Explain: Introduce the "7 and 8" connection. Discuss how the 7 and 8 times tables are often the most challenging to memorise. Share the mnemonic for 7 × 8 = 56 ("5, 6, 7, 8... 56 is 7 times 8").
• Scaffold: Model a 'derived fact' strategy for the 8 times table: double the number, double it again, and double it a third time (e.g., 7 × 2 = 14; 14 × 2 = 28; 28 × 2 = 56).
• Check: Use mini-whiteboards for a 'Rapid Fire' round focusing on 12 × 6, 7 × 7, and 8 × 12.

Student Task:

• Task A (Fluency): Complete the 'Factor Flowers' for the 7 and 12 times tables, filling in the missing products.
• Task B (Comparison): Insert the correct symbol (<, >, or =) to make the statements true:
  • 6 × 4 ☐ 3 × 8
  • 12 × 5 ☐ 7 × 9
  • 8 × 7 ☐ 6 × 10
• Task C (Problem Solving): Solve the 'Canteen Challenge': "The school kitchen orders 8 boxes of apples. Each box contains 12 apples. How many apples are there in total? If 6 apples are rotten, how many are left?"
• Support: Provide 'multiplication bookmarks' for students working towards expected standards to use as a reference during Task C.

3. Plenary (15%)

• Check: 'Exit Ticket' Question: "True or False? 12 × 7 is the same as 6 × 14."
• Discuss: Ask students to explain their reasoning using the term 'product'.
• Consolidate: Celebrate 'Table Rockstars' or top performers in the fluency round to build engagement.

4. Resources

• Mini-whiteboards and dry-wipe pens.
• 12 × 12 Multiplication grids.
• 'Factor Flower' worksheets.
• Counters for array modelling.

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⚠ TEACHER’S GUIDANCE

💡 Pedagogical Pulse

• Doubling Logic: Year 4 pupils often struggle with the 12 times table. Always anchor this to the 6 times table. If a child knows 6 × 5 = 30, encourage them to see 12 × 5 as 30 + 30.
• The '7x' Barrier: The 7 times table lacks a simple pattern (unlike the 5s or 10s). Spend extra time on commutativity; remind students that they already know most of the 7s from earlier tables (e.g., 2 × 7, 5 × 7, 10 × 7).
• Oracy: Encourage students to call out the full number sentence (e.g., "Seven multiplied by eight is fifty-six") rather than just the result to build mathematical muscle memory.

✅ Answer Key & Solutions

Task A Answer (Factor Flowers):

• 7 Times Table: 7, 14, 21, 28, 35, 42, 49, 56, 63, 70, 77, 84.
• 12 Times Table: 12, 24, 36, 48, 60, 72, 84, 96, 108, 120, 132, 144.

Task B Answer (Comparison):

• 6 × 4 = 3 × 8 (Both are 24)
• 12 × 5 < 7 × 9 (60 is less than 63)
• 8 × 7 < 6 × 10 (56 is less than 60)

Task C Answer (Canteen Challenge):

• Total apples: 8 × 12 = 96 apples.
• Apples remaining: 96 - 6 = 90 apples.

Plenary Answer (Exit Ticket):

• True. 12 × 7 = 84. 6 × 14 is the same as 6 × 7 × 2, which is 42 × 2 = 84. This demonstrates the associative law (halving one factor and doubling the other keeps the product the same).