Times Table Review

Overview

This final lesson in “Mastering Times Tables” combines rapid retrieval practice, targeted review, and a short assessment quiz to check whether the student can apply multiplication facts accurately and efficiently.

Learning intentions

WALT:

• Review multiplication facts across all times tables previously learned.
• Accurately calculate products and check reasonableness of answers using number relationships.
• Complete a quiz under time pressure and reflect on any remaining gaps.

Success criteria

• I can correctly answer at least 80% of questions on the assessment quiz.
• I can explain (or check) the method for difficult facts using known facts (e.g., doubling, reversing, or combinations).
• I can complete review tasks with fewer than 2 errors after feedback.

Curriculum links

• Mathematics — Number: use multiplication and division strategies, and solve problems that require accurate calculation of multiplication facts.
• Mathematics — Number: recognise the effect of approximations and repeated calculations by using exact integer multiplication to avoid rounding errors.
• Mathematics — Algebra (link for reasoning): represent multiplication fact relationships as inputs/outputs (small function idea) when checking patterns.

Lesson structure (30 minutes)

1. 0–4 min · Warm-up (retrieval sprint). Teacher shows an oral “fact set” of 10 mixed multiplication questions (e.g., 3×7, 8×6, 9×4, 12×5, 7×9) and pauses for a quick verbal answer; student responds and teacher records correct/incorrect.

2. 4–10 min · Quick feedback mini-review. Teacher groups any incorrect facts into two categories: “near-by facts” (e.g., 6×7 and 6×8) and “missing facts” (facts not recalled reliably). Student revisits each incorrect fact using a chosen strategy: doubling/halving, known products, or reversing (for example, if 7×8 is missed, try 7×4 then double).

3. 10–17 min · Targeted practise (2 rounds). Round A (5 minutes): student completes a short written worksheet of 12 questions focusing on the missed facts plus 3 easy checks (to build confidence). Teacher marks immediately. Round B (2 minutes): student corrects the wrong answers with a written one-sentence reason (e.g., “I used 7×5 = 35, then add one more 7 to get 42”).

4. 17–26 min · Assessment quiz (summative check). Student completes a paper quiz of 20 mixed multiplication facts across the full set learned in this unit (choose the range covered previously—e.g., up to 12×12 or another agreed ceiling). Student must show only the final answers (no calculator). Teacher times the quiz (e.g., 7–9 minutes) and notes any repeated error types (e.g., swapping digits, forgetting a factor).

5. 26–30 min · Check, record, and next-step plan. Teacher calculates the score out of 20 and asks the student to review any 1–2 incorrect questions: student says the correct answer and states which strategy they will use next time (e.g., doubling, breaking into tens and ones, reversing).

Resources

• Pre-made assessment quiz (20 multiplication facts; mixed order)
• Short targeted practise worksheet (12 questions: missed facts + easy checks)
• Recording sheet for correct/incorrect tracking
• Whiteboard or scrap paper for working out (optional for checking, not required in quiz)
• Pencil and eraser
• Timer (phone or classroom timer)

Assessment

• Formative: warm-up score (accuracy count) and immediate marking during targeted practise.
• Formative: student’s “one-sentence reason” for corrected answers.
• Summative: assessment quiz scored as percentage correct; success target is at least 80% correct.
• Teacher observation: note error patterns (e.g., specific times table difficulty).

Differentiation

• Support: provide a fact strategy cue sheet for the student (doubling, reversing, near-by facts, and “use a known fact then adjust”).
• Support: allow use of a multiplication grid for the first 2 minutes of targeted practise if needed, then remove it for the final round.
• Extension (if the student achieves >95% quickly): add 3 extra “mixed” questions at the end of the assessment set and ask the student to explain the strategy used for the hardest one.
• EAL/SEN considerations: keep language brief, use consistent question format, and accept verbal reasoning if writing is difficult.