Step 3 Objective
Know by heart all multiplication facts up to 10 × 10.
(note that Step 2 is knowing 2, 3, 4, 5 and 10 times tables)
- Examples of what pupils should
know and be able to do - Probing questions
- What if pupils find
this a barrier?
What if pupils find this a barrier?
Pupils will need to be taught specific strategies to help with 6, 7, 8 and 9 times tables as they will have had less practice with these earlier on.
Encourage pupils to develop strategies to work from tables that they know, to derive others.
See Teaching mental calculation strategies to level 5 pp. 33-35 for the following and other ideas:
write 7 × 8 on the board. Invite pupils to explain how they would work it out. e.g.
I know that 7 × 7 = 49 so 7 more.
Find 7 × 2 then double and double again.
I know 8 × 8 = 64 so 7 less than that.
By counting up 7, 14, 21, 28, 35, 42, 49, 56.
I know 5 × 8 so I need to add on 2 × 8.
Show pupils all the 10 × 10 multiplication facts displayed in a table and ask them to highlight the ones that they can do. Then discuss those that they can work out easily, and finally discuss those that pupils will need to learn.
Use Teaching mental calculation strategies loop cards set 9 - Acrobat pdf document (25Kb) to practise
TL4Y7Mathematics Challenge 3 - Acrobat pdf document (682Kb)
Refer to Teaching mental calculation strategies to L5 - Acrobat pdf document (25Kb) pages 31-44.