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Lesson Plans/Maths/Year 4/Times Tables (All to 12)
Year 4MathsKS2

Times Tables (All to 12)Year 4 Lesson Plan

National Curriculum: Mathematics — Multiplication and division: recall multiplication and division facts for multiplication tables up to 12 × 12, Year 4

Overview

Pupils work towards fluency across all times tables up to 12 × 12, consolidating facts they know and targeting gaps. They use patterns and relationships between tables to derive unknown facts, and apply their knowledge to multiplication and division problems.

Learning Objectives

  • Recall all multiplication and division facts up to 12 × 12.
  • Use known facts and relationships between tables to derive new facts.
  • Apply times table knowledge to solve missing-number and word problems.
  • Identify patterns within and between multiplication tables.

Key Vocabulary

multiple
The result of multiplying a number by a whole number.
factor
A whole number that divides exactly into another number.
product
The answer when two numbers are multiplied together.
square number
The result of multiplying a number by itself, e.g. 4 × 4 = 16.
commutative
The property that means the order of numbers does not change the product, e.g. 3 × 7 = 7 × 3.

Suggested Lesson Structure

10m
Starter

Quick-fire mixed tables using mini whiteboards. Then ask: which tables do you find hardest? Target the 6, 7, and 12 times tables as common gaps.

20m
Teaching input

Focus on the 7 and 11/12 times tables. Show patterns: 11× up to 9 repeats the digit; 12× = 10× + 2×. Use commutativity to reduce the number of unique facts to learn. Introduce the concept of deriving: 7 × 8 = 7 × 4 × 2 = 28 × 2 = 56.

15m
Guided practice

Pupils complete a 12 × 12 grid, leaving gaps for their target tables. Then use known facts to derive unknown ones — 'I know 6 × 7 = 42, so 7 × 6 = 42 and 42 ÷ 7 = 6.'

10m
Independent practice

Timed self-assessment: 30 mixed facts. Pupils identify their three weakest facts for focused practice. Apply: solve four word problems requiring tables knowledge.

5m
Plenary

Share strategies for tricky facts. Reinforce that fluency comes from knowing the patterns, not just memorising in order.

Common Misconceptions

  • Pupils often struggle most with 6 × 7, 7 × 8, and 8 × 7 — give these extra practice.
  • Thinking that knowing a table forwards means knowing it backwards (for division) — explicitly practise the inverse.

Prior Knowledge

Pupils should already be able to:

  • Fluency in 2, 3, 4, 5, 8, and 10 times tables.
  • Understanding of multiplication as repeated addition and as an array.
  • Knowledge of commutativity.

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