Claire (speaker) demonstrates how to teach the 2, 5 and 10 times tables using a hundred square by colouring multiples and comparing column patterns. She models colouring the 2× table (showing even numbers and ending digits by column), then overlays the 5× and 10× patterns so pupils can compare columns and see shared multiples (e.g., multiples of 10 are also multiples of 2 and 5). The lesson finishes with extension prompts asking pupils to predict further multiples and justify whether larger numbers (e.g., 112) are in a given times table.
Chapters
Hi, I'm Claire and we're going to be exploring the 2, 5 and 10 times table using a hundred square. This is a great way of getting children to become really familiar with the patterns and, you know, times tables and what they're all about. Okay, so when I first start looking at a hundred square, I, I would say to the children, I'm going to start colouring in a times table onto this square. Have a look at what I'm doing. See if you can work out which times table I'm actually doing. So I start by colouring a 2. I'd hoped that I'd get a few hands up by now colour in a four and a six. And by now a lot of children should be saying to me, this is the two times table. I would then say to them, so what would be the next colour I should colour number I should colour in? And hopefully they would say the eight that come up next. And I say, lovely. And now you can finish off actually colouring in the whole hundred square. By the time they finished, they should be able to see quite clearly the columns that are made. By actually picking out the two times table, we can start to investigate it further. So what do you notice about the numbers that we've actually picked out here? I'd hope that the two main things that they would notice is first of all, they are all the even numbers. And secondly, as you look down the columns, you can see the first column, all the numbers end in a two, in the second column a four, then a third column, a six, eight, and then we have all the ones that end in a zero. This, you know, is a great way of getting the children to see that, you know, if you look at any number, if it ends in one of those digits, it's going to be a multiple of two. Okay, the next times table, I put it on my hundred square. I could actually just give it to them straight away and say, well, what times table do you think this is? Or maybe I would start off again by saying, if I'm going to put the five times table on here, which number should I color in first? And then it's a good idea to put it onto the same hundred square because immediately you can compare the two patterns. Let's look again. First of all, they can see that the numbers go down in columns, both times tables. But the big difference is with your five times table, obviously with that middle column there, you've got a whole column of odd numbers down right down the center of my hundred square. The other column is right at the edge, where you've got those numbers that end in a zero, which are both in the two times and five times tables. Then the next one I would look at following on from that, is the 10 times table. Once you colour that in, it's a great way of them seeing straight away those multiples of ten are also multiples of two and multiples of five. Once they've had a look at that, you could say, so if I was going to extend my hundred square, what do you think the next numbers would be colored in would be? What do you think would be the next multiple of 10 and how many? If I chose another number, like 112, can you guess, would that be in the two times table? And then once they've answered that, well, can you prove it to me? You could have a lot of fun investigating times tables in this way.
