Times tables (age 8+)
Recognise and use repeated reasoning to generalise: extend patterns in times tables and equivalent fractions, derive unknown facts from known facts efficiently, describe general rules
Lesson
Set out your lesson
“Times tables (age 8+) means practising the idea at the table with counters or paper models and one clear check. We will demo once, then your child tries.”
Bring to the table
- Paper strips or a folded circle
- Pencil and labels (1/2, 1/4)
Extra for the adult
Worked example. Fold a strip in half: each piece is 1/2 of the whole.
Optional challenge. For Times tables (age 8+), add one harder example after success.
What to notice. Keep one parent note: examples tried; results; support used. This session samples Times tables (age 8+), not mastery.
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Teaching approaches
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1 approach
Times tables (age 8+) means practising the idea at the table with counters or paper models and one clear check. We will demo once, then your child tries.
Materials: Paper strips or a folded circle; Pencil and labels (1/2, 1/4). Adult folds a strip into halves and labels 1/2. Child makes three fair shares (halves/quarters) and names each piece. Done: three correctly named equal parts. Stop after the fresh check; keep optional challenge for another day.
Family records and proof options
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Start practiceTimes tables (age 8+) practice
Practice key ideas from Times tables (age 8+).
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Learning resources
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NRICH · Practice link — not the full lesson
Primary
Before you open · source notes
Primary supports Times tables (age 8+). An adult previews and guides; this is a learning page, not a scored quiz.
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Before you openAsk the learner one fact they learned and one question they still have.
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Source, access and review notes
Public NRICH page. An anonymous GET on 2026-11-12 returned HTTP 200 with no login or payment prompt for this URL. Opening the link does not save practice or assess mastery. An adult should preview and guide the learner.
NRICH. “Primary.” External page; Gakuva does not copy, host, embed, or redistribute materials.
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Check understanding
- Notice that all fractions equivalent to 1/2 have a numerator that is half the denominator
- Use the pattern 3×4=12, 3×40=120, 3×400=1200 and explain the generalisation
- Derive 8×7 from 8×5=40 plus 8×2=16 and describe the strategy as a general approach
“When your child notices a pattern — like that multiplying by 4 is the same as doubling twice — do they use that generalisation to solve similar problems more efficiently?”
Curriculum record
- Type
- Meta
- Subject
- Mathematics
- Domain
- Mathematical Thinking
- Age range
- Ages 8–9
Standards