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2, 4 and 8 times tables: using times tables to solve problems

2, 4 and 8 times tables: using times tables to solve problems

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Why this why now

This unit provides a break in additive thinking between units on column addition and subtraction. Pupils have the chance to review the facts for the 2-times table and explore the relationship between the 2-, 4- and 8-times tables. This unit develops multiplicative thinking and introduces the concept and language of scaling, including multiples of 10. This builds on previous work on doubling and halving and leads on to exploring links between the 3-, 6- and 9-times tables in the future.

Prior knowledge requirements

  • Recall 2 and 4 times tables
  • Use doubling strategies to derive 4 and 8 times tables
  • Apply multiplication facts to word problems

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Why this why now

This unit provides a break in additive thinking between units on column addition and subtraction. Pupils have the chance to review the facts for the 2-times table and explore the relationship between the 2-, 4- and 8-times tables. This unit develops multiplicative thinking and introduces the concept and language of scaling, including multiples of 10. This builds on previous work on doubling and halving and leads on to exploring links between the 3-, 6- and 9-times tables in the future.

Prior knowledge requirements

  • Recall 2 and 4 times tables
  • Use doubling strategies to derive 4 and 8 times tables
  • Apply multiplication facts to word problems

2, 4 and 8 times tables: using times tables to solve problems

In this unit pupils will solve multiplication and division problems using knowledge of the scaling relationships between the 2-, 4- and 8-times tables.

15 lessons in unit

  1. 1

    Represent counting in fours as the 4 times table

    I can represent counting in fours as the 4 times table.
  2. 2

    Use knowledge of the 4 times table to solve problems

    I can solve problems using knowledge of the 4 times table.
  3. 3

    Explain the relationship between adjacent multiples of four

    I can explain the relationship between adjacent (neighbouring) multiples of four.
  4. 4

    Explain the relationship between multiples of 2 and multiples of 4

    I can explain the relationship between multiples of 2 and multiples of 4
  5. 5

    Use knowledge of the relationship between the 2 and 4 times tables to solve problems

    You can use the relationship between the 2 and 4 times tables to solve problems
  6. 6

    Represent counting in eights as the 8 times table

    I can represent counting in eights as the 8 times table.
  7. 7

    Explain the relationship between adjacent multiples of eight

    I can explain the relationship between adjacent multiples of eight.
  8. 8

    Explain the relationship between multiples of 4 and multiples of 8

    I can explain the relationship between multiples of 4 and multiples of 8
  9. 9

    Use knowledge of the relationship between the 4 and 8 times tables to solve problems

    I can use the relationship between the 4 and 8 times tables to solve problems.
  10. 10

    Explain the relationship between the multiples of 2, 4 and 8

    I can explain the relationship between the multiples of 2, 4 and 8
  11. 11

    Use knowledge of the relationship between the 2, 4 and 8 times tables to solve problems

    I can use the relationship between the 2, 4 and 8 times tables to solve problems.
  12. 12

    Use knowledge of the divisibility rules for divisors of 2 and 4 to solve problems

    I can solve problems using knowledge of the divisibility rules for 2 and 4
  13. 13

    Use knowledge of the divisibility rules for divisors 8 to solve problems

    I can solve problems using knowledge of the divisibility rules for 8
  14. 14

    Scale known multiplication facts by 10

    I can use unitising and multiplying by 10 to scale multiplication facts.
  15. 15

    Scale divisions derived from multiplication facts by 10

    I can use unitising and multiplying and dividing by 10 to scale division facts.

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