Give five seconds of quiet think-time, then take three hands-up answers, not open call-outs. Steer toward they all end in 0 or 5 for the 5s and they all end in 0 for the 10s. Do not name the pattern for them yet — that lands in Watch and Notice.

Grid must run 1 to 10 across the top, ten columns, or the column patterns won't match.

Walk it square by square, don't race.

Fives: two columns; chant 5, 10, 15, 20; draw out the ending in 5 then 0.

Tens: pause before revealing, ask will it be one column or two? One column down the right edge, all ending in 0.

Twos: the even numbers, every second square, whole grid striped.

Fours: every fourth square; each four sits on a two.

Twos and fours together: the key one. Point along and ask why every four lands on a two. The fours are the twos doubled, because four groups is two groups counted twice.

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

Call a table, one pupil shades its multiples on the hundred square, then ask the class: 'what shape does it make, and what do the answers end in?' Sequence it as 2s → 10s → 5s → 4s so the fours-on-twos link comes last and lands as the key one. Revoice a strong answer: 'so if you forget 4 × 6, you can double 2 × 6.'

The 'shares squares with a table we already shaded' prompt only applies from the second table (the 10s) onward — skip it on the opening 2s, when nothing else is shaded yet.

These are the practice questions — pupils take turns at the board, check each answer, and the class confirms before moving on. Keep the board work brisk rather than over-explaining.

For each round ask a fast follow-up: 'which is the one fact people most often forget in this table, and what pattern would rescue it?' Keep the fours last so the class ends on the twos-doubled insight.