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Times Table Circles - Scaffold for memorising times tables

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Grade Levels
K - 6th
Standards
Formats Included
  • PDF
Pages
5 pages
$3.00
$3.00
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Description

This scaffold is based on the principle that cyclic patterns form in the final digits of numbers in the times tables. When this pattern is reversed, it forms another cycle corresponding to a different times table.

For example, look at the 3 times table: (0), 3, 6, 9, 12, 15, 18, 21, 24, 27, 30, 33 . The final digits 3, 6, 9, 2, 5, 8, 1, 4, 7, 0 will keep repeating on and on for ever (the same will be true for the 13, 23, 33 and so on... times tables).

If we reverse the order of the pattern for the 3 times table, we get: 7, 4, 1, 8, 5, 2, 9, 6, 3, 0 . This is actually the pattern for the 7 times table: (0), 7, 14, 21, 28, 35, 42, 49, 56, 63, 70, 77 .

The same is true for the following times table pairs: 1 and 9, 2 and 8, 3 and 7, 4 and 6, with the 5 times table being easy enough to remember already.

I recomment printing, laminating and cutting this resource to make it tactile. Students can physically turn the circles around and use this as a scaffold when memorising their times tables. It is especially useful when, for example, students already know their 3 times table, but do not know their 7 times table - which is generally considered to be more difficult.

I might make different versions of this resource so that students can make and colour the times table circles themselves, and do worksheets based on the same concept.

Total Pages
5 pages
Answer Key
N/A
Teaching Duration
N/A
Last updated Aug 4th, 2022
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Standards

to see state-specific standards (only available in the US).
Count within 1000; skip-count by 5s, 10s, and 100s.
Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.
Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.

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