Multiplication Grid
1
🙈 Products hidden. Click a cell to reveal it.
Grid
Rows to
Columns to
Headers

Investigation questions

63 questions. Work through these with the grid above. Set it up loads the right grid and shading for you, and Show on board puts the question on screen, full size, with the grid ready to go.

↑ Back to the tool

First explorations
6 questions
  1. Hover over (or tap) 56. Which row and column does it come from? The dashed cells show everywhere else the same product appears. Before you look, predict how many times 24 appears. Then check.

    Teacher notes

    56 appears twice: 7 × 8 and 8 × 7. 24 appears 6 times: 2 × 12, 3 × 8, 4 × 6, 6 × 4, 8 × 3 and 12 × 2. Each one is a factor pair of 24 with both numbers no bigger than 12, counted both ways round.

  2. Press 7 under Times tables. Why do you get a cross rather than a single line? Where do the row and the column meet, and what is there?

    Teacher notes

    The 7 row is 7 × 1 to 7 × 12 and the 7 column is 1 × 7 to 12 × 7: the same 12 products, once each way round. They meet at 7 × 7 = 49, so the cross has 23 cells, not 24.

  3. Find 3 × 7 and 7 × 3. What do you notice? Press Diagonal. If you folded the grid along the diagonal, what would land on what?

    Teacher notes

    Both are 21. Folding along the diagonal puts every a × b on top of b × a, and they always match: multiplication is commutative. Addition is too, but subtraction and division are not (7 − 3 ≠ 3 − 7).

  4. Look along the 9 row: 9, 18, 27… Add the digits of each product. What happens? Where does the pattern seem to break, and does it really?

    Teacher notes

    The digit sums are all 9 up to 9 × 10 = 90. Then 9 × 11 = 99 gives 18, and 1 + 8 = 9 again. The digit sum of any multiple of 9 is a multiple of 9.

  5. Press 🙈 to hide the products. Click a hidden cell, but say its product before it appears. Which ones can you say straight away, and which do you work out? How?

    Teacher notes

    The 1, 2, 5, 10 and 11 rows usually come instantly. Listen for derived facts: “7 × 8 is 7 × 4 doubled” or “9 × 6 is 10 × 6 take away 6”. Counting up in sevens is the strategy to move pupils away from.

  6. Switch to ▦ Arrays and look at the 3 × 4 array. Count the squares. Where is that number written on the grid?

    Teacher notes

    12 squares, and 12 is written in the corner cell. Every product on the grid is the number of squares in the array that ends at that cell, which is why a multiplication grid is also an area model.

Times tables and multiples
8 questions
  1. The 5 times table (row and column) and Multiples of 5 are both on. Which cells are multiples of 5 but outside the 5 cross? Why are they all in the 10 row or column? Could 7 × 8 ever be a multiple of 5?

    Teacher notes

    44 products are multiples of 5: the 23 in the 5 cross plus 21 more in the 10 row and column. 5 is prime, so a product is a multiple of 5 only when one of the two numbers is. 7 × 8 = 56 can’t be.

  2. The 6 and 12 times tables are on. Predict: are all the multiples of 6 inside these two crosses? Then add the rule Multiples of 6 to check.

    Teacher notes

    No. 60 products are multiples of 6, but the 6 and 12 crosses hold only 44. 2 × 3, 3 × 4 and 4 × 9 are multiples of 6 because the 2 and the 3 can come from different numbers. That can’t happen with a prime like 5.

  3. The 4 and 6 times tables are on. Which cells are in both crosses? Now clear them and add the rules Multiples of 4 and Multiples of 6. Which products are striped in both colours? Is it the multiples of 24?

    Teacher notes

    The crosses share only 4 × 6 and 6 × 4 (both 24). The products that are multiples of 4 and of 6 are the multiples of 12: 40 cells. Many pupils expect multiples of 24, because 4 × 6 = 24, but 4 and 6 share a factor of 2, so the lowest common multiple is 12.

  4. Look at the 11 row: 11, 22, 33… What happens after 99? Predict 11 × 12 before you look.

    Teacher notes

    The repeated digits stop at 11 × 10 = 110. 11 × 11 = 121 and 11 × 12 = 132: the middle digit is the sum of the outer two. The same trick gives 11 × 13 = 143 and 11 × 45 = 495.

  5. Press 1. Why does the 1 row just copy the headers? Now choose the 0 to 12 grid. What does the 0 row look like, and how many cells are 0?

    Teacher notes

    Multiplying by 1 leaves a number unchanged: 1 is the identity for multiplication. On the 0 to 12 grid the whole 0 row and 0 column are 0: 25 of the 169 cells.

  6. Make your own rule Last digit 0. Which rows and columns are full? Why do 4 × 5 and 6 × 5 end in 0 when neither number does?

    Teacher notes

    33 products end in 0. The 10 row and column are full. The others are even numbers times 5 (or times 15, 25… on bigger grids): 5 × 2 × k = 10 × k.

  7. The 2, 4 and 8 times tables are on. Compare the 2, 4 and 8 rows. How could you get the 8 row from the 2 row? Which other rows are doubles of each other?

    Teacher notes

    Each row is double the one before: 8 × 7 = 2 × 2 × 2 × 7. Doubling three times is a reliable route to the 8 times table. The 6 row is double the 3 row, and the 12 row is double the 6 row.

  8. Multiples of 6 is on. Which row has the most multiples of 6? Which rows have the fewest? Explain using factors.

    Teacher notes

    The 6 and 12 rows are all multiples of 6 (12 each). The 3 and 9 rows have 6 (the even columns), the 2, 4, 8 and 10 rows have 4 (columns 3, 6, 9, 12), and the 1, 5, 7 and 11 rows have only 2 (columns 6 and 12). A row needs whatever part of 6 it’s missing from the column.

Turnarounds and the diagonal
6 questions
  1. Diagonal is on. What kind of number is every product on it? Why? What are the gaps between them?

    Teacher notes

    All square numbers, because the row and column are the same number. The gaps are 3, 5, 7, 9…: the odd numbers in order.

  2. Squares is on as well as Diagonal. Some square numbers are not on the diagonal. Find them all. Why is each one a square?

    Teacher notes

    22 cells are squares: 12 on the diagonal and 10 off it (1 × 4, 1 × 9, 2 × 8, 3 × 12, 4 × 9 and their turnarounds). The factors pair up: 2 × 8 = 4 × 4 and 3 × 12 = 6 × 6.

  3. How many different facts do you need to learn to know the whole 12 × 12 grid? Use the diagonal to help. How many are left if you already know the 1, 2, 5 and 10 times tables?

    Teacher notes

    78, not 144: the 12 on the diagonal plus half of the other 132, because 7 × 8 and 8 × 7 are one fact. Leaving out the 1, 2, 5 and 10 tables leaves 36.

  4. In ✏ Practice, answer the first three rows (Row by row). Before you press ⤡ Turn round, predict how many cells will fill in for free.

    Teacher notes

    27. The turnarounds of rows 1 to 3 are columns 1 to 3, and 9 of those cells (3 × 3) are already answered. 36 answers give 27 more for free.

  5. The headers are Mixed up, and Diagonal is on. Where has the diagonal gone? Are its products still square numbers?

    Teacher notes

    The 12 “row = column” cells are scattered now, but they are still 1, 4, 9 … 144. The diagonal means the row number equals the column number. It only looks like a line when the headers are in the same order.

  6. A pupil says 4 × 6 is in the 4 times table but not in the 6 times table. The 4 and 6 times tables are on. Who is right?

    Teacher notes

    24 is in both: it is in the 4 row (4 × 6) and in the 6 column. Every product is in the times tables of both its row and its column. Diagonal cells like 6 × 6 are in only one.

Odd and even
5 questions
  1. Press Even. What fraction of the grid is even? Now try Odd. Why isn’t it a half each?

    Teacher notes

    108 of 144 are even (3/4) and 36 are odd (1/4). A product is odd only when both numbers are odd. Half the rows are odd and half the columns are, so 1/2 × 1/2 = 1/4 of the cells.

  2. Odd is on. Which rows have odd products? Which columns? What must be true of both numbers for the product to be odd?

    Teacher notes

    Rows and columns 1, 3, 5, 7, 9 and 11, and both numbers must be odd. The odd products make a 6 × 6 pattern spread over the grid. One even number anywhere makes the product even.

  3. Predict how many products are odd on a 10 × 10 grid, then on an 11 × 11 grid. Check. Can you write a rule for an n × n grid?

    Teacher notes

    25 on 10 × 10 and 36 on 11 × 11 (the same as on 12 × 12). For an even n it’s (n ÷ 2)², and for an odd n it’s ((n + 1) ÷ 2)².

  4. Even and Multiples of 3 are on. Are all multiples of 3 even? Are all even products multiples of 3? Which products are both?

    Teacher notes

    No and no: 9 and 15 are odd multiples of 3, and 4 and 8 are even but not multiples of 3. The products in both are the multiples of 6: 60 cells.

  5. With Even on, try a 5 × 5 grid, then 6 × 6, 7 × 7 and 8 × 8. What happens to the fraction of even products as the grid grows?

    Teacher notes

    16/25 (64%), 27/36 (75%), 33/49 (about 67%), 48/64 (75%). Even-sized grids are exactly 3/4 even. Odd-sized grids are below 3/4 and creep towards it.

Squares, primes and factors
8 questions
  1. Press Primes. How many products are prime, and where are they? Why can’t a prime appear anywhere else?

    Teacher notes

    10, all in the 1 row or column: 2, 3, 5, 7 and 11, each twice. A product of two numbers that are both 2 or more has those numbers as factors, so it can’t be prime.

  2. Which primes up to 144 are not on the grid at all? Why?

    Teacher notes

    Every prime from 13 to 139: 29 of them. A prime p only appears as 1 × p, so it needs p to be 12 or less.

  3. Make your own rule Equal to 36. How many times does 36 appear? List the factor pairs. Which one appears only once, and why?

    Teacher notes

    5 times: 3 × 12, 4 × 9, 6 × 6, 9 × 4 and 12 × 3. 6 × 6 appears once because it is its own turnaround, so square numbers appear an odd number of times. 1 × 36 and 2 × 18 are missing because 36 and 18 are off the edge.

  4. What is the most common product on the 12 × 12 grid? Predict, then test your ideas with the rule Equal to.

    Teacher notes

    12 and 24 tie, with 6 each. 36 is next with 5. The winners have lots of factor pairs where both numbers are 12 or less.

  5. Turn on ℹ Facts and look at 48. It has 10 factors, so 5 factor pairs. Why does it appear only 4 times on the grid?

    Teacher notes

    48 = 1 × 48 = 2 × 24 = 3 × 16 = 4 × 12 = 6 × 8. Only 4 × 12 and 6 × 8 fit on the grid, and each appears both ways round: 4 times.

  6. How many different products are there on the 12 × 12 grid? Estimate first: is it closer to 144 or to 72?

    Teacher notes

    59, well under 72. Turnarounds alone bring 144 down to 78, and repeats like 12 = 2 × 6 = 3 × 4 bring it down further.

  7. Which numbers from 1 to 144 never appear on the grid? What do they have in common?

    Teacher notes

    85 numbers never appear: more than half. They include every prime from 13 upwards, and numbers like 26 = 2 × 13 or 125 = 5 × 25 whose factor pairs all need a number bigger than 12.

  8. Press Cubes. Which cube numbers appear, and how often? Why does 8 appear more often than 64?

    Teacher notes

    8 cells: 1 once, 8 four times (1 × 8, 2 × 4, 4 × 2, 8 × 1), 27 twice (3 × 9, 9 × 3) and 64 once (8 × 8). 8 has more factor pairs that fit on the grid. 125 = 5 × 25 doesn’t fit.

Arrays and splitting
9 questions
  1. Here is a 6 × 4 array. Press ↻ Turn round. What stays the same and what changes?

    Teacher notes

    24 squares both ways: 6 rows of 4, then 4 rows of 6. Turning an array round is the reason a × b = b × a, and pupils can draw it for any pair of numbers.

  2. Here is 7 × 8. Click the 5 in the top row to split the array. Write the calculation the split shows. Where else could you split it to make it easy?

    Teacher notes

    7 × 8 = 7 × 5 + 7 × 3 = 35 + 21 = 56. Splitting after 4 (28 + 28) or after 2 (14 + 42) works too. This is the distributive law, and it is how pupils work out facts they don’t know from ones they do.

  3. This 6 × 7 array is split into 5 + 1 rows and 5 + 2 columns. How many parts are there? Why do you need all of them?

    Teacher notes

    (5 + 1) × (5 + 2) = 25 + 10 + 5 + 2 = 42: four parts, one for each pair. A common error is to multiply only 5 × 5 and 1 × 2, which gives 27. The array shows why the other two parts count.

  4. Here is 13 × 14 on a 20 × 20 grid, split into tens and ones. Compare the picture with the table in the side panel.

    Teacher notes

    100 + 40 + 30 + 12 = 182. The table is the grid method for long multiplication, and the array shows where each part comes from. It also explains why 13 × 14 isn’t 10 × 10 + 3 × 4.

  5. This 6 × 6 array is split after 5 both ways. How much bigger is 6 × 6 than 5 × 5? Where are the extra squares? Predict how much bigger 7 × 7 is than 6 × 6.

    Teacher notes

    36 = 25 + 5 + 5 + 1, so 11 more. Going from n × n to (n + 1) × (n + 1) adds 2n + 1, so 7 × 7 is 13 more than 6 × 6. That is why the gaps between square numbers are the odd numbers.

  6. The products are hidden. How many squares are in this 4 × 6 array? Work it out, then click the corner cell to check.

    Teacher notes

    24. Pupils who count in ones can be nudged to count rows of 6 (6, 12, 18, 24) or columns of 4.

  7. Find every array on the grid with exactly 24 squares. Where are their corners? (Switch to 🎨 Shade and use Equal to 24 to check.)

    Teacher notes

    2 × 12, 3 × 8, 4 × 6, 6 × 4, 8 × 3 and 12 × 2. 1 × 24 doesn’t fit. The corners lie on a curve: as one side doubles, the other halves.

  8. Here is 10 × 6. How could it help you with 9 × 6? Split the rows after 9 to see.

    Teacher notes

    9 × 6 is one row of 6 fewer than 10 × 6: 60 − 6 = 54. Split after 9, the array shows 9 × 6 + 1 × 6 = 60. Nearly-ten facts (9 × and 11 ×) are quick this way.

  9. Double both sides of a 3 × 4 array to make 6 × 8. Does the number of squares double? Split the 6 × 8 array after 3 and 4 to see.

    Teacher notes

    It goes up four times, from 12 to 48. The 6 × 8 array holds four copies of the 3 × 4 array. Many pupils expect the product to double.

Practice
5 questions
  1. Answer ten questions in ✏ Practice. Note the ones you hesitate on. How could you work each of those out from a fact you know?

    Teacher notes

    The facts pupils hesitate on are the ones to work on. Each can be found from a neighbour: 6 × 8 is 6 × 4 doubled, 7 × 9 is 7 × 10 − 7, and 8 × 7 is 7 × 8 turned round.

  2. This grid shows the 6 to 9 times tables. Answer the whole 6 row (Row by row), then press ⤡ Turn round. Which cells fill in? Why so few?

    Teacher notes

    Only 3: 7 × 6, 8 × 6 and 9 × 6. A turnaround only fills in when that cell is on the grid, and rows 1 to 5 and 10 to 12 aren’t shown here.

  3. Practise with the headers Mixed up. Why is it harder? Which strategies still work?

    Teacher notes

    You can’t count along a row any more, so each fact has to be recalled or worked out on its own. Every product in a row is still a multiple of that row’s number, so it’s a good check.

  4. Practise on the 0 to 12 grid. How many cells are 0? A pupil writes 0 × 7 = 7. What would you say?

    Teacher notes

    25 of the 169 cells are 0: the whole 0 row and 0 column. 0 × 7 means seven lots of nothing (or nothing lots of 7), which is 0. Pupils who write 7 are usually thinking of adding.

  5. Press 🖨 and choose Fill-in grid with answers, with the headers mixed up. Fill it in on paper. Which rows did you do first, and why?

    Teacher notes

    The answer page has the same mixed-up headers. Most pupils fill the 1, 2, 5 and 10 rows and columns first. That is a good habit: easy facts first, then work the rest out from them.

Patterns in the products
6 questions
  1. Look at 56 and the cells either side of it: 49 and 63. How much do neighbours in a row differ by? What about in a column? Where do neighbours differ by 1?

    Teacher notes

    Neighbours in the 7 row differ by 7, because each step adds one more 7. In a column they differ by the column number. Only in the 1 row and column do neighbours differ by 1.

  2. More than 50 is on. Describe the edge of the shaded region. Why is it a curve, not a straight line?

    Teacher notes

    47 products are more than 50. The edge follows row × column = 50, which is a curve: if you double the row, you only need half the column. Straight diagonals are where row + column stays the same.

  3. The painted cells run from 1 × 12 to 12 × 1. Read the products. Why are they biggest in the middle?

    Teacher notes

    12, 22, 30, 36, 40, 42, 42, 40, 36, 30, 22, 12. Each pair adds up to 13, and two numbers with a fixed total have the biggest product when they are as close as possible (6 × 7). It is why a square gives the most area for a given perimeter.

  4. Make the rule Last digit 6. Which rows have products ending in 6? Why are there none in the 5 or 10 rows? Which last digits are the rarest?

    Teacher notes

    18 products end in 6. The 5 row ends only in 5 or 0, and the 10 row only in 0. Odd last digits are rare: 1 (7 times), 3, 7 and 9 (6 times each), because both numbers must be odd. 0 is the most common (33).

  5. Add up the 1 row. Now the 2 row. Without adding, what is the total of the 7 row? What is the total of the whole grid?

    Teacher notes

    The 1 row is 78, the 2 row is 156, so the 7 row is 7 × 78 = 546. The whole grid is 78 × 78 = 6084, because it is (1 + 2 + … + 12) × (1 + 2 + … + 12).

  6. Look at the painted 2 × 2 square: 12, 15, 16, 20. Multiply the numbers on each diagonal. Try another 2 × 2 square anywhere. What do you notice? Why does it happen?

    Teacher notes

    12 × 20 = 240 and 15 × 16 = 240. The diagonals always match, because each is the same four header numbers multiplied in a different order: (3 × 4) × (4 × 5) = (3 × 5) × (4 × 4).

Misconceptions
5 questions
  1. “Multiplying always makes a number bigger.” The 0 to 12 grid is showing, with 0 and 1 on. Is the statement true?

    Teacher notes

    Not with 0 or 1: 0 × 9 = 0 and 1 × 9 = 9. With numbers between 0 and 1 (½ × 8 = 4) multiplying makes things smaller, so this belief causes trouble later on.

  2. A pupil says 7 × 8 = 54. Use the grid to show why it can’t be, without just telling them 56.

    Teacher notes

    54 is 6 × 9 and sits in the 6 and 9 rows. 7 × 8 must be a multiple of 8, and 54 ÷ 8 isn’t a whole number. From 7 × 7 = 49, one more 7 makes 56.

  3. A pupil says 2 × 12 must be bigger than 4 × 6 “because 12 is the biggest number”. Equal to 24 is on. What do you notice?

    Teacher notes

    They are equal. Halving one number and doubling the other keeps the product the same: 2 × 12 = 4 × 6 = 8 × 3 = 24. The six 24s lie on a curve through the grid.

  4. A pupil says 6 × 8 is double 3 × 4. Look at the arrays to check.

    Teacher notes

    It is four times as big: 48 = 4 × 12. Doubling both numbers doubles the product twice. The split shows four copies of the 3 × 4 array.

  5. A pupil says 1 isn’t a square number because “it’s not on the diagonal”. Press Squares and Diagonal. Where is 1?

    Teacher notes

    1 = 1 × 1, the top-left cell of the diagonal, so it is a square. It is also a cube (1 × 1 × 1). It is not prime, because it has only one factor.

Changing the grid
3 questions
  1. On this 10 × 10 grid, the 7 times table is on. How many cells are shaded? Change to 7 × 7. Can you predict the number for any n × n grid?

    Teacher notes

    19 on 10 × 10 and 13 on 7 × 7. On an n × n grid it’s always 2n − 1: a row and a column of n that share one cell.

  2. Count the different products on a 5 × 5 grid. Then think about 10 × 10, 12 × 12 and 20 × 20. Does the fraction of different products go up or down as the grid grows?

    Teacher notes

    14 of 25 (56%), 42 of 100 (42%), 59 of 144 (about 41%), 152 of 400 (38%). The fraction keeps falling, because bigger grids have more repeats. Mathematicians still study how fast it falls.

  3. This grid has rows 1 to 3 and columns 1 to 12. Which times tables does it show? What do you get if you swap the rows and columns?

    Teacher notes

    The 1, 2 and 3 times tables to 12: 36 products. Rows 1 to 12 and columns 1 to 3 show the same 36 products, turned round.

Open investigations
2 questions
  1. A number is abundant if its factors (not counting itself) add up to more than it. 12 is abundant: 1 + 2 + 3 + 4 + 6 = 16. Use ℹ Facts and ✏ Paint to find the abundant products. Where do they cluster?

    Teacher notes

    25 different abundant numbers appear (73 cells), from 12 to 144. All of them are even, so none of the 36 odd products is abundant, and the 1 row has only 12. Numbers with lots of small factors are the ones most likely to be abundant.

  2. Design your own question about the multiplication grid. Set up the grid, press 🔗 to copy a link, and swap with a partner. Can they answer it and explain why?

    Teacher notes

    Strong questions ask for a prediction before the shading is switched on, then an explanation using factors, turnarounds or arrays. Shared links open the tool exactly as it was set up.