This differentiated resource can be used to help children recognise how the 4 and 8 times tables are related. The lesson is broken into parts. Before the lesson you can give the children the 8 and two 4 rods to see what they notice first. Then go into using coloured pencils on the number line in 4s and a different colour for 8s. Use this to question what they notice. After they have recorded their 4 and 8 times tables hundred square they can go on to using their knowledge to solve the questions using doubling and halving and finally understanding which sentences are equivalent within the 4s and 8s. This is meant to come later on within multiplication to show a deeper level of understanding.

Children will understand the concept of sharing vs grouping and will locate information within worded problems to see if they need to group or share. Children will use concrete items such as counters to solve or pictorial methods such as drawing out the problem. Use of a bar model to repsent their findings and use accurate mathematical vocabulary

Children will look at the multiples of these 3 times tables in year 3 and look at spotting patterns and discussing what they notice.

Applying knowledge of number bonds to 10 to solve a problem