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Collins New Primary Maths

Age 4-11


Lesson Plan Each lesson plan is broken down into clear steps to provide complete support, ideal for sharing with non-specialist teaching assistants.

Clear objectives and important mathematical vocabulary are highlighted for each lesson.

Suggestions for activities differentiated to three levels are provided with the appropriate resources clearly flagged up, so that you can see what you need for each group at a glance.

Unit B1

B1 Securing number facts, understanding shape L7



Reviewing the 2, 5 and 10 times tables


Main teaching continued

3 – 5

• Derive and recall multiplication facts for the 2, 5 and 10 times tables

Revise the 10 times table by displaying various quantities of multibase ten blocks, e.g. pointing to 2 tens, ask: How many altogether? (20) What is this as a calculation? (2 × 10 = 20) If appropriate, write: 2 × 10 = 20.

Continue with a few more examples. Ask: What patterns do you notice?

Vocabulary lots of; groups of; sets of; times; multiply; multiplied by; add; equals; two times; five times; ten times;

Pupil activities

times table; product

Pupil Book 3A Terrific tables Page 20

Oral and mental starter Choose an activity from Strand 3 Software Teach B1 L7

Main teaching 1

Easier examples are closer to the key facts, 3 × 2 or 9 × 2. Harder examples are further from the key facts, e.g. 7 × 2 or 8 × 2.


Differentiation Pack Patterns of 2, 5 and 10 ECM 7

Resources coloured pencils (per child)

Review children’s knowledge of the 2 times table by asking them to double numbers in random order between 1 and 10.

• • •

Display the four key facts for the 2 times table.

Ask: Using these number facts, what is the answer to 9 times 2? (18) Write the calculation above 10 × 2 = 20.

Ask: How can you work out the answer to this fact using the key facts? (10 × 2 is 20 so 9 × 2 is 2 less than 20, which is 18)

Repeat for the remaining multiplication facts writing the calculations in the appropriate places.

When all the 2 times table facts are on the board, rub out the answer to one number fact at a time in random order and ask children to recall the answer.

• •

Display the multiples of 5.

Ask: What can you tell me about the number facts we have just written? (they are similar to the ones used for the 2 times table, they are the key facts)

Common difficulties and remediation

Say: Now let’s use these number facts to help us recall the other multiplication facts for the 5 times table.

Follow the same process as for the 2 times table until all of the number facts for the 5 times table are on the board.

If children experience difficulties in recalling the multiplication facts, spend more time working on recalling the ‘key multiplication facts’ and using these to help them derive the answers to unknown multiplication facts.

Erase all of the calculations, leaving only the multiples. Ask quickfire questions, e.g. What is 7 times 5? Be sure to use a range of appropriate mathematical vocabulary.

Say: The 10 times table is the easiest. We don’t need the key facts to help us remember these.

Ask children for answers to these facts and write them on the board.

Plenary 6

Say: These are the easiest number facts for the 2 times table. We can use these to help us with all of the other remaining facts for the 2 times table.

Ask: Who can tell me which of the four facts for the 5 times table equals 50 / 25 / 10 / 5? Write the number fact to the left of the multiple, i.e. 10 × 5 = 50.

• Display the 1 to 10 number cards and ‘× 2’. • Say: When I point to one of the number cards I want you to multiply that number by 2 and call out the answer as quickly as possible.

• Once the children have called out the answer, reveal the multiple of 2 on the other side of the card.

7 – 8

• Continue until all of the multiples of 2 have been revealed. • Repeat with × 5 and × 10. • Remind children to use the key facts to help them work out the answers to any unknown facts.

• What is 10 times 4? • Tell me a multiplication fact with an answer of 40. • Did you know that tables fact by heart? If you didn’t, how did you work it out?



Homework Pack Revising × 2, × 5, × 10 HCM 7


Sample S l page ffrom T Teacher’s h ’ G Guide id 3

In addition to the questions and activities throughout the Main teaching, key questions to support Assessment for Learning are provided on every lesson plan, so that you can easily assess your pupils’ progress without the need to move off the page.


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Collins Primary Catalogue 2013  

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