Mathematical Explorers: Building Foundations · 2nd Class

Active learning ideas

Multiplication Tables for 2s and 10s

Active learning helps students internalize multiplication tables by moving, touching, and seeing patterns. For the 2s and 10s tables, physical movement and visual grouping make skip counting and repeated addition concrete. This builds fluency while reducing reliance on memorization alone.

• NCCA Curriculum Specifications
• NCCA: Junior Cycle - Geometry and Trigonometry - G.2.1

• 20–35 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Peer Teaching
• 25 min · Pairs

Partner Skip Counting Relay: 2s and 10s

Pairs stand at one end of the room with a beanbag. They skip count aloud by 2s or 10s while passing the beanbag to the front and back. The first pair to reach the target number without errors wins a point. Rotate roles after each round.

What pattern do you notice in the 2 times table and the 10 times table?

Facilitation Tip

During Partner Skip Counting Relay, stand back and watch for students who lose track of the pattern or rush ahead.

What to look for

Give each student a card with a multiplication problem (e.g., 2 x 6, 10 x 3). Ask them to write the answer and draw a picture showing either repeated addition or skip counting to solve it.

• Understand
• Apply
• Analyze
• Create
• Self-Management
• Relationship Skills

Activity 02

• Peer Teaching
• 35 min · Small Groups

Array Building Stations: Repeated Addition

Set up stations with counters and grids. Groups build arrays for facts like 2x3 or 10x5, then write the equation and repeated addition. Rotate stations every 7 minutes and share one pattern noticed. Clean up counters together.

How does skip counting in 2s or 10s help you answer multiplication questions?

Facilitation Tip

At Array Building Stations, listen for students describing groups as 'two rows of five' to reinforce language.

What to look for

Call out multiplication facts from the 2 and 10 times tables (e.g., 'What is 2 times 4?', 'What is 10 times 5?'). Have students hold up fingers to show the answer or write it on a mini whiteboard.

• Understand
• Apply
• Analyze
• Create
• Self-Management
• Relationship Skills

Activity 03

• Peer Teaching
• 30 min · Whole Class

Multiplication Hopscotch: Whole Class Grid

Draw a hopscotch grid on the floor with multiples of 2 and 10. Students hop to call out the next fact correctly, such as landing on 4 and saying 2x2=4. Groups compete in turns, correcting errors as a class.

Can you recall facts from the 2 and 10 times tables quickly and use them to solve problems?

Facilitation Tip

In Multiplication Hopscotch, position yourself near the board to quickly correct errors on the number line.

What to look for

Ask students: 'If you skip count by 10s, what do you notice about the numbers you say? How is this different from skip counting by 2s? Explain why this pattern helps you answer multiplication questions.'

• Understand
• Apply
• Analyze
• Create
• Self-Management
• Relationship Skills

Activity 04

• Peer Teaching
• 20 min · Pairs

Shopkeeper Problems: Pairs Application

Pairs get play money and items priced in 10s. They solve problems like buying 2 packs of 10 pencils, using skip counting to find totals. Record answers and swap problems with another pair.

What pattern do you notice in the 2 times table and the 10 times table?

Facilitation Tip

During Shopkeeper Problems, circulate to notice which pairs rely on counting one by one instead of using known facts.

What to look for

Give each student a card with a multiplication problem (e.g., 2 x 6, 10 x 3). Ask them to write the answer and draw a picture showing either repeated addition or skip counting to solve it.

• Understand
• Apply
• Analyze
• Create
• Self-Management
• Relationship Skills

A few notes on teaching this unit

Teach multiplication as a tool for solving real problems, not just isolated facts. Use a progression from concrete to abstract: start with objects and drawings, move to number lines and arrays, then mental recall. Avoid teaching tricks like 'adding a zero' for 10s without connecting to place value. Research shows that linking multiplication to repeated addition deepens understanding and transfers to division later.

Students will confidently recall 2s and 10s facts, explain connections to addition, and apply them to solve problems. They will identify patterns like even numbers in the 2 times table and the place value shift in the 10 times table. Discussions will show their growing multiplicative reasoning.

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Watch Out for These Misconceptions

• During Partner Skip Counting Relay, watch for students counting by 1s while saying odd numbers during the 2s relay.

  Pause the relay and have students place counters in pairs on a grid. Ask them to count aloud while pointing to each pair to reveal the even pattern. Restart the relay focusing on the even sequence.

• During Array Building Stations, watch for students who build arrays without connecting them to multiplication sentences.

  Ask each pair to write the repeated addition and multiplication sentence for their array. Then have them swap arrays and write the matching sentence for a peer’s work.

• During Multiplication Hopscotch, watch for students who ignore the zero in 10s facts and say 'ten five' for 10x5.

  Have them build 10x5 using base-10 blocks and trade units for a ten rod. Ask them to say the number while pointing to each ten rod to reinforce the place value shift.

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Methods used in this brief

• Peer Teaching