Overview

This 60-minute numeracy session focuses on practising multiplication using the 5 and 2 times tables, designed for Year 3 learners (CfE Level 2). The lesson aligns with the Scottish Curriculum for Excellence (CfE), targeting early multiplicative reasoning and number skills. It encourages collaborative learning, uses multi-sensory approaches, and incorporates dyslexia-friendly resources.

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Curriculum for Excellence (CfE) Alignment

Experiences and Outcomes (Level 2):

• MTH 2-03a: I can use what I know about number to explore and solve problems and explain my thinking.
• MTH 2-02a: I can recall multiplication facts involving the 2, 5, and 10 times tables and use them to solve problems.
• MTH 2-16a: I can use mental strategies and written methods accurately and confidently to multiply numbers.

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Learning Intentions

• To develop fluency in the 2 and 5 times tables.
• To apply multiplication facts to solve simple problems.
• To build confidence in group-based problem-solving using multiplication.

Success Criteria

I can:

• Recall multiplication facts for 2 and 5 tables quickly.
• Explain and demonstrate how to multiply numbers by 2 and 5.
• Solve multiplication problems in a group setting.
• Use resources such as number lines and multiplication grids to support my learning.

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Resources Needed

• Dyslexia-friendly multiplication fact cards (large font, sans-serif, pastel backgrounds)
• Laminated 2 and 5 times tables charts
• Whiteboards and coloured pens for groups
• Large number line and multiplication grid printouts
• Counters or objects for hands-on multiplication
• “Multiplication Bingo” game cards

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Lesson Structure

Starter (10 minutes)

Activity: “Times Table Chant and Flash”

• Whole class chorally chants the 2 and 5 times tables together (use rhythm and clapping for engagement).
• Teacher flashes multiplication fact cards (e.g., 5 × 3 = ?) - students call out answers quickly.
• This builds oral recall and engages auditory learners.

Differentiation:

• Pair students who are confident with those needing extra support for peer coaching.
• Flash cards use dyslexia-friendly fonts (e.g., Open Dyslexic), with spaced layout and pastel backgrounds.

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Main Activity Part 1 (15 minutes)

Activity: Group Challenge - “Multiplication Relay”

• Class divides into 4 groups of 5 pupils.
• Each group receives a laminated multiplication grid (2 and 5 tables highlighted).
• A relay where each pupil completes a multiplication sum on whiteboards and passes to next member. Example sums: 2 × 4, 5 × 6, 5 × 2.
• Groups track their scores - each correct answer earns a point.

Differentiation:

• For learners needing support, provide number lines and counters to visualise multiplication.
• Challenge faster learners with multiplication-related word problems based on 2 and 5 tables.

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Main Activity Part 2 (15 minutes)

Activity: “Bingo Times” - Interactive Game

• Each student receives a bingo card containing multiplication answers related to 2 and 5 times tables.
• Teacher calls out multiplication questions (e.g., “2 times 7” or “5 times 3”).
• Students mark answers on bingo cards.
• First to complete a line shouts “Bingo!” and explains 2 or 3 of their answers aloud.

Differentiation:

• Provide simplified bingo cards with fewer options for learners who need less cognitive load.
• Use enlarged bingo cards with clear font for visual accessibility.

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Plenary (10 minutes)

Activity: Reflect and Explain

• In pairs, pupils discuss what helped them remember facts (e.g., patterns in tables, songs).
• Volunteers share tips with the class.
• Teacher summarises key learning points and revisits success criteria on the board.

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Assessment Opportunities

• Observation of group interactions during relay to gauge collaborative problem-solving and individual understanding.
• Whiteboard answers checked for accuracy and fluency in multiplication facts.
• Listening to explanations during Bingo and plenary to assess reasoning and communication skills.
• Use a simple exit ticket: “Write one multiplication fact you learnt today” to check individual recall.

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Differentiation Strategies Summary

• Peer support and mixed-ability grouping.
• Use of multi-sensory approaches (chanting, clapping, counters, visual aids).
• Provide physical and visual scaffolds (number lines, multiplication charts).
• Offer task variation for added challenge or simplified format as needed.
• Dyslexia-friendly materials using suitable fonts, spacing, and colour-coding.

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Dyslexia-Friendly Reading Support

• Multiplication facts and instructions presented in Open Dyslexic or similar font.
• Pastel backgrounds reduce visual stress.
• Clear, concise language free of jargon.
• Visual supports (grids, number lines) minimise text reliance.

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Teacher Notes

• Emphasise real-world connections (e.g., “If you have 5 groups of 2 apples, how many apples do you have?”).
• Use consistent language: “times” and “multiply by” to build vocabulary.
• Regularly check understanding with "thumbs up/down" and quick mini-quizzes.
• Encourage positive peer feedback during group work.

This dynamic lesson promotes confidence with the 2 and 5 times tables through active, varied group work fully aligned with the Curriculum for Excellence Level 2, supporting numeracy development and inclusivity.