multiplication session 5/4

The penultimate session.

Look at multiplying with lattice method.

bring in the idea of characteristics being transferred to the product and thus new factors (e.g. something with a factor of 3 multiplied by a multiple of 5 will definitely have 15 as a factor - why?)

Unit endings always the same with etc.

introduce the idea of a symbol that is a digit.  I can do this with a simple multiplication and then a slightly more complicated one.  I could also produce part of a hundred square (or a whole hundred square with shapes rather than digits.
This may be quite a jump for the littler ones of course.  They will need some more consolidatory work on multiplication and what it actually is.

This idea of cycling cards might be worth thinking about.  If it could be done wiht multiplication and the analogy (or an analogy) it would help give a lot of examples of what I had in mind for the project.
If I could get the coded timestables into a more hands on activity that shows up the letters for what they are (they could put numbers on top of the appropriate symbol and then of course add the same number to all the other symbols of that kind.
If the numbers were cut out like the lattice numbers it would reinforce the tens units and that system.