Write the multiples 9, 18, 27, 36, 45 up on the board by hand as you speak (there is no interactive in this opening hook). Give five seconds of quiet think-time, then take two or three hands-up answers. You are steering them toward the digits always add up to nine. Don't confirm it as a rule yet — that lands in Watch and Notice.

3s: multiples 3, 6, 9, 12, 15 on. Trace the slanting stripe with a finger so they see the shape, not just the numbers.

6s after the 3s: the load-bearing idea. Compare the separate 3s and 6s squares, every multiple of six is also a multiple of three, because six is three doubled. Write 3 x 4 = 12 and 6 x 4 = 24 side by side on the board.

9s: 9, 18, 27, 36, 45, 54, 63, 72, 81, 90. Read the two digits of each and add: always nine. Pause before the last reveal, let them predict the digits of 9 x 8 (seven and two, add to nine), then reveal 72.

This round is for talking it through together — pupils take turns at the board and the class agrees or corrects out loud.

The interactive shows one fact at a time and confirms the answer when the correct button is tapped. After each pupil answers, ask how did you know that? before moving on.

• 6 × 6 = 36 — revoice: 3 × 6 is 18, double it and you get 36.
• 9 × 4 = 36 — check the digits, three add six is nine.
• 6 × 7 = 42 — this is the key one. Write it out on the board the same way it appears on screen: 3 × 7 = 21, then 21 + 21 = 42. Let the class see the linked-tables idea rescue the hardest fact.

These are the practice questions — pupils play on paper with printed bingo cards, marking answers with a pencil as you call each prompt from the board. There is no on-screen tapping and no automatic grading in class; the class confirms each called answer aloud. Keep the calling brisk.

How the cards map to the rounds: each pupil uses one 4×4 card (16 answers) across all four rounds. There are 24 called prompts in total, so a card cannot be fully filled and a line of four is comfortably reachable, especially as marks carry over between rounds. Do not hand out a fresh card per round.

Before the lesson: print one bingo card per pupil from the generated cards PDF, and keep the call-sheet for your eyes only while you call the questions.

• Work the four rounds in order: 3s, 6s, 9s, then a mixed 7s and 8s round.
• When a pupil calls a line, read back their four marked facts so the whole class checks them.
• Watch for the mixed round — 7 × 8 = 56 and 8 × 8 = 64 are the facts most often blanked; slow the call there.