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# Year 4

### We know the 8 times-table and the 9 times-table

#### What we are learning:

• Quick recall of multiplication facts is an essential skill for mental and written calculation.
• Recall of division facts is as equally important as the recall of multiplication facts.
• Just reciting the multiples of a times-table (i.e. 8,16,24,32,40,48,56,64,72,80) will not be as beneficial as saying
the whole number sentence aloud “1×8=8, 2×8=16 ….10×8=80” in terms of committing the number facts to memory.
• It is best to learn multiplication and division facts together.
• The speed at which children (and adults) recall multiplication and division facts will improve with regular practice.
##### ACTIVITY SHEET:

Activity sheet: Eights and Nines (PDF)

#### Activities you can do at home:

Regularly ask your child to write down their 8 and/or 9 times-tables.
Make sure they write all parts of the number sentences:
1×8=8
2×8=16
3×8=24 …
Once they are confident with the facts introduce a time challenge. Use the stop-watch on your mobile phone to time them, encourage them to beat their last time.

Look together at the patterns in the 8 and 9 times-tables – use sheet “Eights and Nines”. Explore the different patterns and suggestions for helping you to remember these times-tables.

Read out the questions on “Divide and Rule Again” initially just focusing on one times-table (i.e.x8). Read out each of the numbers in the x8 box
i.e. You read out “24” then say “÷ 8”
Your child will demonstrate their answer by holding up the correct number of fingers.
Make this practice harder by giving less time for each answer or by jumbling up the times-tables!

What is 5 times 8?
What is the product of 5 and 8?
What is 5 multiplied by 8?
What are five 8’s?
Five and eight are both multiples of which number?

Finds learning the eight or nine times table challenging
Take time on each one to make sure it is learned securely – children will be able to learn it in their own time. Try to learn a few parts of one table each week – they do not need to learn the whole table at the same time. There is no one way of learning tables that suits every child. Make sure your child can see a written copy of the table whilst they need it. By looking for the answers visually they will start to ‘see’ them mentally which will help them learn them. Do not be tempted to take away these supports while your child needs them!