Represent counting in fours as the 4 times table

Maths

In this unit pupils will solve multiplication and division problems using knowledge of the scaling relationship between the 2x 4x 8x tables. In the future unit pupils will  represent counting in 3s as the 3x table explaining the relationship between adjacent multiples 3 and represent counting in sixes as the 6x table explaining the relationship between adjacent multiples of 6

In the prior unit pupils doubled and halved 2 digit numbers. They learned to use times table facts to find the quotient for 2x 5x 10x tables. In this unit pupils will solve multiplication and division problems using knowledge of the scaling relationships between the 2x 4x 8x tables.

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

Starting with the smallest put the multiples of 4 in order.

Which of these numbers are multiples of 4?

In each of the sequences, which multiple of 4 will come next?

A fox has 4 legs. Imagine 6 foxes in a park. How many legs will they have altogether?

 A rectangle has 4 sides. Imagine 7 rectangles. How many sides will there be in total?

This image shows 5 dogs, each with 4 legs. There are 20 legs in total. Match the parts of the calculation to the keyword.

When counting in fives, which of these numbers would not be part of the count?

When counting in tens, Andeep reaches 100  What number will he say next?

Match the start of the count to the next number in the count. Think about the steps of each count.

Match the times tables facts to the correct product.

This lesson will soon be taken down.

Represent counting in fours as the 4 times table

Lesson outcome