Times Tables Start

Overview

In this first lesson of the “Mastering Times Tables” unit, you will introduce what times tables are, why they matter, and how they appear in everyday situations. You will practise basic multiplication thinking and reflect on how accuracy and efficiency improve when you know tables.

Learning intentions

WALT: Understand what times tables are and their significance.

• Students will explain what a times table represents (repeated multiplication).
• Students will describe why times tables are useful in everyday life and school tasks.
• Students will use known facts to answer basic multiplication questions.
• Students will reflect on how times tables make calculations faster and more accurate.

Success criteria

Students can:

• Explain in their own words what a times table is.
• Give at least two examples of when times tables are useful (everyday or school).
• Solve basic multiplication facts using efficient strategies (e.g., skip counting, known facts).
• Check their answer for reasonableness using estimation or inverse operations.

Curriculum links

• Number — understand multiplication as repeated addition and fluency with multiplication facts (aligned to WA Mathematics achievement standards for Year 10: using number properties and operations efficiently).
• Mathematics proficiency — fluency (using multiplication facts accurately and efficiently), and problem solving (choosing a strategy to find an answer).
• Reasoning — justify why their strategy works and whether answers make sense.

Lesson structure (30 minutes)

1. 0–4 min · Hook with everyday examples. Teacher shows 3 short prompt statements on paper (e.g., “You buy 3 packs, each pack has 4 items” / “6 rows of 5 chairs” / “A game has 8 rounds with 2 points each”). Student chooses one and explains what multiplication would represent in the situation.

2. 4–10 min · Direct teach: What times tables are. Teacher writes: “A times table is a list of multiplication facts.” Explain that for a times table like “6s,” each entry answers: “6 groups of (1, 2, 3, 4…)”. Discuss repeated addition/skip counting and link to efficiency. Student completes a guided mini-example: fill in 6s for 1 to 6 using skip counting (6, 12, 18, 24, 30, 36) and states the multiplication fact for each (e.g., 6×3=18).

3. 10–18 min · Practise: build speed and accuracy. Teacher gives 8 “basic multiplication fact” questions (mix of 2s to 9s) arranged in two rows: Row A (easy): 2×3, 4×5, 3×6, 5×2 Row B (mixed): 6×4, 7×3, 8×2, 9×2 Student answers all 8 using any strategy (skip counting, known facts, breaking into easier chunks). After each answer, student quickly checks by using the inverse (division) or estimation (e.g., 7×3 is about 20) and says “looks right / doesn’t look right” with one reason.

4. 18–24 min · Guided reasoning: why they matter. Teacher asks: “What would change if you didn’t know times tables?” Offer discussion prompts: time to calculate, chance of errors, ability to solve word problems quickly. Student writes a short response to the WALT in their own words and adds two examples:

• one everyday example (e.g., shopping, time, sports scoring, packaging)
• one school example (e.g., areas, making equal groups, calculating totals)

5. 24–29 min · Consolidation game (single-student). Teacher runs a “Fact Finish” activity: call out a multiplication and the student must respond with the product within a reasonable time. Start at a comfortable pace, then slightly increase speed. Suggested sequence: 2×7, 3×7, 4×6, 5×6, 6×5. Student records each answer and notes which were easiest and why (e.g., “I knew 3×7”).

6. 29–30 min · Exit ticket. Teacher gives two quick questions for immediate submission:

• Define times tables using one or two sentences.
• Solve: 7×4 and state a check method you used.

Resources

• Printed worksheet (definition box, guided 6s table, fact practice grid, exit ticket)
• Pencil, eraser
• Timer (phone or classroom timer)
• Plain paper for rough working and quick estimation
• Optional: multiplication fact cards (2s to 9s) or cue cards for the “Fact Finish” prompts

Assessment

• During practice: observe whether the student can accurately use a strategy and performs an answer check (reasonableness/inverse).
• During discussion: listen for clear explanations of what a times table is and why it matters.
• Exit ticket: definition + one product with a stated check method.

Differentiation

• Support: provide a partially filled times table (e.g., 6s) and allow skip counting from a number line if needed.
• Support: offer sentence starters for explanations, such as “A times table is…”, “It helps because…”.
• Extension (if ready): ask the student to create one own word problem that uses a multiplication fact from today.
• EAL/SEN: keep questions concrete and allow the student to use diagrams (circles/groups) alongside multiplication.