Times Tables Challenge

National Curriculum Links

This lesson supports the following National Curriculum objectives for Year 8 (Aged 12-13) in Mathematics:

• Number - Multiplication and Division:
  Pupils should be fluent in the formal written methods of short and long multiplication and division.
• Number - Multiplication Facts and Patterns:
  Recall multiplication facts up to 12 × 12 and use them confidently in mental and written calculations.
• Reasoning About Numbers:
  Identify factors and multiples, and use these to solve problems.

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Learning Objectives

By the end of the lesson, the student will be able to:

• Confidently recall and apply multiplication facts from 2 to 12 times tables.
• Solve missing number problems involving multiplication factors.
• Recognise factors of numbers and apply this understanding in a game-based and collaborative setting.
• Use mathematical reasoning to find the correct missing values in multiplication statements.

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Success Criteria

Students will demonstrate success by:

• Accurately recalling times tables facts from 2×2 up to 12×12 during the dice game.
• Correctly identifying and colouring the product squares in the 5x5 game grid.
• Successfully completing at least 10 missing-number multiplication questions in the "Factor Hunt" activity.
• Explaining the reasoning behind the missing factor in multiplication problems.

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Resources Required

• Two standard dice (numbered 1-6)
• Pre-prepared 5×5 grid sheets with numbers ranging up to 36, printed or drawn
• Colouring pencils or markers
• "Factor Hunt" cards: Each card features a multiplication expression with one missing factor, e.g., 6 × __ = 36 or __ × 8 = 48. Include all facts from 2 to 12 times tables.
• Dyslexia-friendly print format for Factor Hunt cards (clear font such as Open Dyslexic or Arial, increased spacing, and coloured backgrounds if possible)

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Lesson Structure (45 Minutes)

1. Starter Activity: Quick Fire Times Tables Warm-up (5 minutes)

• Oral rapid-fire questioning on 2 to 12 times tables to activate prior knowledge.
• Provide supportive hints if needed (e.g., relating to multiples of 10 or doubling).
• Dyslexia-friendly: Keep questions short and clear, pause between questions. Allow oral or written answers according to learner preference.

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2. Main Activity 1: Multiplication Dice Game (15 minutes)

• Instructions:

  • Roll two dice and multiply the numbers shown (e.g., 3 and 4 = 12).
  • Find the corresponding product number on the 5×5 grid (numbers 1–36, arranged randomly).
  • Colour in that number on the grid.
  • The first player to colour 3 numbers consecutively in a row (vertically, horizontally, or diagonally) wins.

• Teacher Tips:

  • Encourage mental calculation before colouring.
  • If an impossible roll occurs (e.g., product above 36), roll again.
  • If playing solo, student aims to beat their own time or try to colour as many squares possible in 10 rounds.

• Differentiation:

  • For learners needing extra support, allow use of a multiplication chart as reference.
  • For advanced learners, roll a third die and multiply all three numbers for a more challenging product.

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3. Main Activity 2: Factor Hunt (20 minutes)

• Instructions:

  • Each card contains a multiplication problem missing one factor (e.g., 6 × __ = 36).
  • The student works out the missing number by dividing the product by the known factor.
  • Once answered, the student matches their solution with another card containing that factor or product, forming pairs or sequences.
  • Continue until all cards are matched.

• Teacher Guidance:

  • Prompt reasoning strategies: reversibility of multiplication, use of repeated subtraction or division.
  • Encourage student to verbalise their thought process for the missing number.
  • Provide concrete models (like arrays or counters) if necessary.

• Differentiation:

  • For dyslexic learners or those with difficulties in calculations: Provide written number lines or arrays alongside cards.
  • Break down problems into smaller steps to scaffold learning.
  • Provide calculators only after attempting mental or written calculations.

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4. Plenary & Reflection (5 minutes)

• Discuss which multiplication facts were easiest or hardest and strategies used to find missing numbers.
• Recap the importance of times tables fluency in everyday maths and problem-solving.
• Encourage the student to create their own Factor Hunt card for additional practice at home.

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Extension Activities

• Challenge the student to create a 6x6 grid with products up to 72 to extend the game for times tables beyond 12 (e.g., 6 to 18).
• Introduce prime numbers in the grid or cards to deepen factor understanding.
• Explore the concept of prime and composite numbers within the Factor Hunt activity.
• Encourage student reflection by writing a short explanation of how knowing times tables helped solve the missing numbers.

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Dyslexia-Friendly Adaptations

• Use sans-serif fonts like Arial, Comic Sans, or Open Dyslexic across all printed materials.
• Incorporate pastel coloured backgrounds behind texts/cards to reduce visual stress.
• Avoid cluttered layouts; provide clear spacing between cards and game board numbers.
• Use verbal instructions supported by visual cues or symbols.
• Allow extra time where necessary.

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Assessment & Feedback

• Formative assessment via observation during games and activities: note accuracy in multiplication recall and problem-solving approaches.
• Provide immediate positive feedback on correct answers and effort.
• Use reflective questioning to assess depth of understanding during plenary.
• Record any persistent errors to plan follow-up support for specific times tables or factor concepts.

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This engaging and interactive lesson combines mastery of core times tables with exploratory problem-solving, aligned explicitly with the National Curriculum requirements for Year 8, meeting diverse learner needs and advocating an enjoyable, kinesthetic learning experience.