Parents can support the student by asking times table questions and then doubling them, for example, 6 x 5 followed by 12 x 5. Initiating home-based activitiesĮxplain to parents that the student is learning to flexibly use their times tables to solve problems. Point out that 6 x 3 is twice the size of 3 x 3. Move back to making models of a basic fact and increasing it one group at a time, using a different colour for each group added: Make links to place value.Įxplore what happens when a factor is 100 or 1000 times as large, or when both factors are multiplied by a multiple of 10, for example, increasing 3 x 4 to 30 x 40. Encourage the student to discuss the magnitude of the change, rather than simply commenting that zeroes have been added. Point out that the new product is exactly ten times as large. Use large dotty arrays and felt pens to explore what happens to a product when one factor is multiplied by ten, for example, 3 x 4 = 12, 3 x 40 = 120. For example, double 9 x 8 to find 18 x 8. Use doubling to extend beyond the 10 x 10 times table grid.

Ask the student to model and draw several examples of doubling. Take a known fact, such as 4 x 5 = 20, and model it using the array.

Large Dotty Array (Material master 6-9) (PDF, 122KB)Īrrays give students a visual representation that can be used to explore multiplication concepts.

Can the student suggest a reason beyond “you just need to add a zero”?.Does the student attempt to use skip-counting to work out 6 x 8 or state that they don’t know their six times table?.If Moira knows that 3 x 8 is 24, how can she work out 6 x 8? (If necessary, prompt the student to focus on using the known fact 3 x 8 = 24)Īnswer: 6 x 8 is double 3 x 8 because there are twice as many groups of 8.Īnswer: The answer is 10 times as large because 80 is 10 times as large as 8.Check fast and fluent recall of early multiplication facts such as two times, five times, and ten times tables.

Two times table up to 100