Times Tables: 1s & 2s

Overview

In this second lesson of “Mastering Multiplication Basics,” students will learn that multiplying by 1 keeps the number the same and multiplying by 2 means doubling. They will practice building fluency with facts and connect multiplication to division.

Learning intentions

• Students will be able to explain what multiplication by 1 means (1 group of n objects or n groups of 1 object).
• Students will be able to use multiplication facts for 1s and 2s to find products quickly.
• Students will be able to connect multiplication and division when given a related fact.
• Students will be able to apply simple properties of operations to solve multiplication problems.

Success criteria

• I can tell what 1 × n and n × 1 are equal to.
• I can find 2 × n products using doubling.
• I can write a matching division fact from a multiplication equation.
• I can explain my strategy (counting, repeated addition, doubles, or patterns).

Curriculum links

• Operations and Algebraic Thinking — interpret products of whole numbers as groups and totals.
• Operations and Algebraic Thinking — determine unknown whole numbers in multiplication/division equations with three whole numbers.
• Operations and Algebraic Thinking — apply properties of operations to multiply and divide (commutative, associative, distributive).
• Operations and Algebraic Thinking — fluently multiply and divide within 100 using strategies and relationships between multiplication and division.

Lesson structure (60 minutes)

1. 0–6 min · Warm-up: Quick Notice. Teacher writes “1×7, 7×1, 2×6, 6×2” on the board and asks students to estimate what each product might be and why. Students share quick reasoning; teacher records ideas without confirming yet.

2. 6–15 min · Mini-lesson: Multiplying by 1. Teacher uses quick drawings or counters: “1 group of 7” and “7 groups of 1,” emphasizing that the total is the same number of objects. Students complete a short “Explain it” sentence for 1×n and discuss with teacher what stays the same.

3. 15–26 min · Mini-lesson: Multiplying by 2 as doubles. Teacher shows two equal groups each time (or a double-bar model) and states: “2 groups of 6 means we double 6.” Students practice a set of 5 problems aloud (2×1 through 2×5) and match each product to a “doubles” explanation.

4. 26–40 min · Game: Fact Towers (1s & 2s). Teacher sets up a simple routine: Student draws a card with a multiplication equation (like 1×8 or 2×4) and writes the product on a base; then places it on a “tower” that must have correct answers in order from smallest to largest for the round. Students take turns drawing 6–8 cards total, using their strategy (identity for 1, doubling for 2). Teacher prompts: “How do you know without counting all?”

5. 40–52 min · Connect multiplication to division (fact families). Teacher models one example: “2×5=10, so 10÷2=5 and 10÷5=2.” Students complete 3 fact families on a worksheet:

• 1×? equations leading to matching division
• 2×? equations leading to matching division Teacher checks each family for correctness and asks one student to explain the relationship.

6. 52–58 min · Target practice: Missing number equations. Teacher writes and reads aloud two equations:

• 8 × 1 = __
• 2 × __ = 14 Students solve and justify using their strategy. Teacher circulates and offers a quick scaffold: “For 2 × n, think: what number doubles to 14?”

7. 58–60 min · Exit ticket: One-minute check. Students answer on a half-sheet:

• a) 1×9 = __
• b) 2×7 = __
• c) 2×6=12, so 12÷2=__ Teacher collects to assess fluency and understanding.

Resources

• Counters or small objects (linking cubes, bears, or place-value chips)
• “Fact Towers” card set with 1×n and 2×n facts (n from 1 to 10)
• Whiteboard/markers or chart paper
• Fact family worksheet (3 sets) for 1s and 2s
• Missing-number worksheet (two items)
• Exit ticket slips
• Timer for quick game rounds

Assessment

• Formative checks during the mini-lessons: “What strategy did you use?” and “Does it always work?”
• During Fact Towers: teacher listens for doubling/identity explanations, not only answers.
• Exit ticket: confirms mastery of 1×n, 2×n, and a basic multiplication-division connection.

Differentiation

• Support: Provide a partially filled example for fact families and sentence frames:
• “If 2×5=10, then 10÷2=__ because ___.”
• “Multiplying by 1 keeps the total the same because ___.”
• Support: Allow students to use counters/drawings for the first few problems, then gradually require strategy explanations.
• Extension: Challenge with mixed-order facts (e.g., 2×3 and 3×2) and ask the student to explain how commutativity helps.
• EAL/SEN considerations: Keep directions short, use visuals for “1 group” and “2 equal groups,” and repeat key phrases (“double,” “same as,” “fact family”).