Multiplication Facts (6, 8)

Active learning works for multiplication facts because young students need to see and manipulate the relationships between numbers to build true understanding. These hands-on activities let children experience doubling, arrays, and patterns in ways that pencil-and-paper drills cannot match.

• Year 3
• Mathematics
• 4 activities
• 20 min–35 min

Learning Objectives

1. Calculate multiplication facts for 6 and 8 using doubling strategies.
2. Explain the relationship between the 3 times table and the 6 times table.
3. Construct a personal strategy for memorizing challenging 8 times table facts.
4. Compare the number patterns generated by the 6 and 3 times tables.
5. Apply doubling and subtraction strategies to solve 8 times table problems.

Jigsaw

⏱ 30 min·Small Groups

Doubling Relay: 6 Times Facts

Divide class into teams. Each student solves one 6 times fact by doubling a 3 times fact on a card, then runs to tag the next teammate. Teams race to complete the set first, then share one strategy with the class. Provide fact cards and whiteboards for workings.

Prepare & details

Explain how doubling can help you solve multiplication facts for 6 and 8.

Facilitation Tip: For Doubling Relay, have teams move only after every member has quietly verified their partner’s calculation with an array sketch.

Setup: Flexible seating for regrouping

Materials: Expert group reading packets, Note-taking template, Summary graphic organizer

• Understand
• Analyze
• Evaluate
• Relationship Skills
• Self-Management

Jigsaw

⏱ 25 min·Pairs

Array Builder: 8 Times Tables

Students use counters to build arrays for 8 times facts up to 8 x 10. They double 4 times arrays first, then record the fact and a written strategy. Pairs compare arrays and discuss patterns like even totals. Clean up counters together.

Prepare & details

Construct a strategy to remember a challenging multiplication fact for 8.

Facilitation Tip: During Array Builder, insist students label both dimensions on the grid and write the matching equation beneath before building the next array.

Setup: Flexible seating for regrouping

Materials: Expert group reading packets, Note-taking template, Summary graphic organizer

• Understand
• Analyze
• Evaluate
• Relationship Skills
• Self-Management

Jigsaw

⏱ 35 min·Pairs

Pattern Hunt: Compare 3s and 6s

Give pairs hundreds charts marked with 3 times table. Students color 6 times facts by doubling and circle patterns, such as every second multiple. They present one comparison to the class. Extend with word problems using patterns.

Prepare & details

Compare the patterns in the 6 times table with those in the 3 times table.

Facilitation Tip: In Pattern Hunt, provide colored pencils so students can trace and label equal jumps on both the 3s and 6s number lines side by side.

Setup: Flexible seating for regrouping

Materials: Expert group reading packets, Note-taking template, Summary graphic organizer

• Understand
• Analyze
• Evaluate
• Relationship Skills
• Self-Management

Jigsaw

⏱ 20 min·Whole Class

Strategy Swap Circle: Tricky 8s

In a circle, each student shares a strategy for a hard 8 fact like 8 x 6, writes it on a card, and passes it. Class votes on the clearest one. Repeat twice for different facts, noting common approaches.

Prepare & details

Explain how doubling can help you solve multiplication facts for 6 and 8.

Setup: Flexible seating for regrouping

Materials: Expert group reading packets, Note-taking template, Summary graphic organizer

• Understand
• Analyze
• Evaluate
• Relationship Skills
• Self-Management

Teaching This Topic

Teach these facts by grounding each new strategy in something students already know: double the 3s for 6s, or subtract from 10s for 8s. Avoid isolated chanting; instead, always pair the verbal recitation with a visual or kinesthetic representation. Research shows that when students articulate why doubling works, their recall becomes more reliable and flexible.

What to Expect

Success looks like students explaining their strategies out loud, using visual models to justify answers, and choosing efficient methods without counting one by one. They should confidently connect 6s to 3s and 8s to 4s or 10s when solving new facts.

Watch Out for These Misconceptions

Common Misconception

During Doubling Relay, watch for students adding two 3 times facts instead of doubling one fact.

What to Teach Instead

Pause the relay and ask each team to draw the 3 x 4 array, then draw the doubled array directly beneath it. Have them label the total number of squares in both arrays and compare counts.

Common Misconception

During Array Builder, watch for students counting every square in an 8 x 7 array instead of using doubling or subtraction.

What to Teach Instead

Hand them a blank 8 x 7 grid and ask them to split it into a 10 x 7 section minus a 2 x 7 section. Have them shade each section, write the equations 70 – 14 = 56, and verify with the array.

Common Misconception

During Pattern Hunt, watch for students believing that 3s and 6s have no connection.

What to Teach Instead

Give each pair two number lines marked with 3s and 6s. Have them use colored pencils to circle every second 3 and observe how those points line up with the 6s, then write a sentence describing the pattern they see.

Assessment Ideas

Quick Check

After Doubling Relay, present a quick-check slip with 6 x 5. Ask students to write the 3 x 5 fact they doubled and the total, showing their array sketch beneath the equation.

Discussion Prompt

During Strategy Swap Circle, pose the question ‘Imagine you are stuck on 8 x 9. What is one strategy you could use to figure out the answer?’ Ask students to turn to a neighbor, share their chosen method, and explain why it works.

Exit Ticket

After Pattern Hunt, give each student a card with a multiplication fact for 6 or 8. Ask them to write the answer and draw a small array or number-line jump that shows the doubling or subtracting strategy they used.

Extensions & Scaffolding

• Challenge students to create a new strategy card for a fact they previously thought was ‘hard,’ then teach it to a peer using arrays or number lines.
• Scaffolding: Provide partially completed arrays where one dimension is missing; ask students to fill it in by doubling or subtracting before they extend it to the full fact.
• Deeper exploration: Have students investigate how the 12 times table relates to the 6 times table by building a three-column chart showing 6s, doubled 6s, and 12s.

Key Vocabulary

doubling	Multiplying a number by two. This strategy can be used to find 6 times facts from 3 times facts.
multiplication fact	A basic arithmetic fact that shows the product of two whole numbers, such as 6 x 7 = 42.
times table	A list of the results of multiplying a particular number by a sequence of whole numbers, typically from 1 to 10 or 12.
strategy	A plan or method for solving a problem or achieving a goal, such as using known facts to find unknown facts.