Number fact fluency

Exploring patterns and relationships assists students to:

  • develop a range of strategies
  • build up a bank of known facts
  • build an awareness of number properties, such as commutativity and identity.

Students can make generalisations from patterns.

For example, in a rectangular grid the structure of 3 rows of 4 columns or 4 columns of 3 rows can lead to generalising 3 \(\times\) 4 = 4 \(\times\) 3 which is the commutative property for multiplication.

Use a 1–100 number grid in a 10 by 10 shape to explore sequences of multiples by shading each multiple in a different colour.

This can lead to generalisations, such as every second multiple of 2 in the twos' sequence (2, 4, 6, 8, 10, 12…) is also a multiple of 4.

Students could see if the same relationship exists for any other multiples (e.g. threes and sixes; fives and tens).

Identifying the patterns that exist within the multiplication facts can assist students to identify and generalise divisibility patterns. For example, a number is divisible by five if it ends in a five or zero. 

Facts and models

In this game, students draw on their knowledge of fact families to generate multiplication and division facts.

What do I know?

In this activity, students build up a list of facts they can recall automatically. They discuss some possible strategies to deal with those that they do not know or need to use additional thinking to work out. 

Curriculum links

Year 4: Explore and describe number patterns resulting from performing multiplication