Mastering Times Tables

Overview

This is Lesson 2 of 10. The focus is on understanding multiplication as repeated addition, revisiting basic addition structure, and introducing multiplication facts up to 5 (for example, 2×3 as “3 groups of 2” or “2 groups of 3”).

Learning intentions

WALT: Relate multiplication to addition by showing multiplication as repeated addition and working with multiplication facts up to 5.

Students will:

• represent a multiplication statement using repeated addition
• connect “×” language (groups) to addition sentences
• calculate and check multiplication facts up to 5 using repeated addition strategies

Success criteria

Students can:

• write a correct addition equation for a given multiplication question
• explain what each number represents in a repeated-addition model
• find multiplication facts up to 5 accurately for simple problems
• self-check answers using another representation (e.g. turn the addition back into a multiplication sentence)

Curriculum links

• Number (Year 10): recognise the effect of using approximations and compare results when using exact representations (use exact counting and exact repeated-addition structures to avoid rounding mistakes)
• Algebra (Year 10): use mathematical modelling to solve applied problems and interpret solutions in context (model multiplication as “groups” in everyday settings)
• Algebra (Year 10): experiment with functions and relations using digital tools, making and testing conjectures and generalising emerging patterns (test “repeated addition always matches multiplication” with several examples)
• Measurement (Year 10): use proportion and scaling models in practical contexts (use repeated groups rather than “scaling up” without structure—this will be the modelling idea for later lessons)

Lesson structure (30 minutes)

1. 0–4 min · Quick recap (addition as groups). Teacher says: “Multiplication is repeated addition—let’s check what that means.” Students answer: for 2+2+2, what does 2 represent and how many times does it happen? (2 happens 3 times.)

2. 4–10 min · Direct teach (multiplication as repeated addition up to 5). Teacher models on the board:

• 3×2 → 2+2+2 (3 groups of 2)
• 2×4 → 4+4 (2 groups of 4) Teacher prompts: “Which side is the multiplication, and which side is the addition?” Student copies one worked example, then completes one with teacher support: 4×3 → 3+3+3+3.

3. 10–17 min · Guided practice (facts up to 5 using an orderly method). Teacher gives a short set of problems on a worksheet or card (choose from):

• 1×3, 2×3, 3×2, 4×2, 5×2, 2×5, 3×3, 4×1, 5×1 For each question, teacher instructs the student to write BOTH:
• a repeated-addition equation
• the multiplication sentence Example: 5×2 → 2+2+2+2+2. Teacher checks accuracy after every 2 questions and asks: “How can you tell it’s right?”

4. 17–24 min · Applied context (modelling in a story). Teacher reads one short context and asks the student to model it using repeated addition: “You have 3 packets. Each packet has 5 lollies. How many lollies altogether?” Student responds by writing: 5+5+5 = 15 and then the multiplication sentence: 3×5 = 15. Then teacher asks a second context with the same structure but a different pair of numbers (still within facts up to 5): “You have 4 bookmarks. Each bookmark has 2 bookmarks attached (pairs). How many bookmarks are there altogether?” Student models as 2+2+2+2, then writes 4×2.

5. 24–28 min · Checkpoint (self-correction). Teacher intentionally gives one near-miss for the student to catch, using exact counting: “Is 3×4 = 12 correct? Show using repeated addition.” If the student makes an error, teacher guides them to count groups first, then add exactly.

6. 28–30 min · Exit ticket (one-minute summary). Student completes two items independently:

• Write the repeated addition for 2×5.
• Find 4×2 and write it as an addition sentence.

Resources

• Whiteboard or paper for writing addition and multiplication sentences
• Number cards 1–5 (optional, for quick grouping)
• Sticky notes or counters (to represent groups for 1×5 up to 5×2)
• A short “facts up to 5” worksheet (or teacher-made cards)
• Exit ticket slip (2 questions)
• Optional: digital timer for timeboxing steps

Assessment

• Formative check during guided practice: teacher observes whether the student writes the repeated-addition structure correctly before calculating
• Formative check during story modelling: teacher listens for correct identification of “groups” and “items per group”
• Exit ticket: verifies both translation (multiplication to addition) and calculation accuracy (facts up to 5)

Differentiation

• Support: provide sentence starters “A×B means ____ added ____ times.” and “A×B = ____ + ____ + …”
• Support: use counters or drawn boxes to show groups before writing addition.
• Challenge (if needed): ask the student to swap order and compare “Show 3×2 and 2×3 using repeated addition—what changes and what stays the same?”
• EAL/SEN: keep language consistent (“groups of”, “added”, “times”) and allow the student to show their thinking with drawings even if writing is incomplete.