Last digit clock patterns
A great visual way to reinforce the pattern of times tables. Great for a maths display!
Recommended year group
It works well in Years 3 or 4; even if you’re not learning all the tables as a class, the element of choice means the more able will extend themselves.
Equipment needed
· A4 sheets with circles pre-drawn, marked 0-9 in 10 even points, 36 degrees apart around the circle, zero at the top, 5 at the bottom (at 180 degrees)
· A large version on the board for modelling. No doubt it is possible on a computer programme but I’ve always scanned the sheet in
· Enough rulers , sharp pencils and coloured pencils/felt pens per table
How to do
This activity has to be introduced and modelled in a very structured and clear way or else it can descend into chaos! Model that you choose a times table and write out the multiples in a list by one of the circles to at least 10x Then, underline the units digit (ensure you use this correct mathematical language) for each multiple with a coloured pencil. This is the pattern you then follow. Using a ruler and starting with the units digit for 1x the number, join the last digits in sequence around the circle. If all has gone well – correct multiples and accurate drawing in the right sequence – you should create one of 4 basic patterns! The children are delighted! They can then try a different times table.
Top tips
Model this activity with the 3x table. It makes a good pattern!
Ask the children, which times tables are going to make really boring patterns? Answer – the 10x (0 0 0 etc) and 5x (5 0 5 0 etc) Some less able children will want to do these tables independently but generally ban them as they’re too easy!
Before the children set off to work ask them to predict which tables, if any, might make the same pattern as the 3x. Invariably you’ll get 6x and 9x as predictions – good logical thinking but not true! Don’t tell them...appear to agree and praise the thinking.
Actually, the tables that make the same pattern are 1 and 9, 2 and 8, 3 and 7, 4 and 6. It is essential to take time for a plenary to share patterns and results so that the children see the pairs....can anyone see what links these numbers? They are pairs that add up to 10!! It is a lovely twist which leaves the lesson buzzing...
As an extension some children might like to try times tables over 10...14, 15, 16. Can they predict which times tables patterns they will match with and why?