Times-table kid finale · البرمجة مع مارتن

The big Times-table kid ride

Lesson thirty. Turn back for a moment: a month ago you looked for multiplying on your fingers — today you plan a party with a budget.

What you can do now:

the whole times tables forwards and backwards, including division with a remainder,
brackets and the order of operations — you read a question like the rules of a game,
written calculating: adding, subtracting, multiplying and dividing under each other,
estimating — a nonsense detector before every calculation,
units of length, mass, volume and time with conversions,
geometry: perimeter, area, a right angle, symmetry,
fractions: a half, a third and a quarter of a whole,
word problems with a write-up and an answer in a sentence.

Today you learn nothing new. Today you prove that it all holds together — with a big revision ride. Take a clean sheet, a pencil and calm. It is not a race against time, it is a show.

Filip found his notebook from the first lesson: wobbly piles of circles and next to them 3 × 4 = 12 worked out by adding. He laughs — today he would say it in his sleep. He leafs on: the first written adding with rubbed-out carries, the first perimeter, a butterfly from symmetry. He calls to mum: “Look at all the things I did not know!” Mum smiles: “That is the best feeling in learning — when you can look back and see a piece of the path.” Filip takes a clean sheet. He wants to ride the big ride in one go.

💡

When revising, mark: ✔ went at once, ? I had to think, ✗ did not go. Question marks and crosses are your practice for next week — go back exactly to them, not to what you already know.

The big ride: eight stops

Go through all eight stops in order. At each there is a check question — if it creaks, go back to the lesson it is from.

1. Times tables (lessons 1–5): how much is 7 × 8? And 9 × 6? In two seconds, with no fingers.

2. Division (6–8): 63 ÷ 7? And 30 ÷ 7 with a remainder? Do not forget: remainder smaller than the divisor, check by multiplying.

3. Order of operations (9–10): how much is 2 + 3 × 4? Why 14, and not 20? When does a bracket help?

4. Written calculating (11–16): add under each other 456 + 378, subtract 631 − 258, times 156 × 4, divide 738 ÷ 3. All four with a check.

5. Estimating and rounding (17–19): round 349 to hundreds. Estimate 6 × 78 and say which way the estimate goes wrong.

6. Units (20–22): 250 cm to metres and centimetres. 2 500 g mixed. 100 minutes to hours and minutes.

7. Geometry (23–26): perimeter of a rectangle 6 × 4, area on a grid 5 × 3, a right-angle test, lines of a square.

8. Fractions and problems (27–28): a quarter of 24. And a word problem: can you tell when times and when divided by?

Each stop you go through without getting stuck is a finished skill — not for a test, for life.

A mixed question across the whole level

Task: 2 × (35 − 27) + 40 ÷ 8.

Step 1 — bracket: 35 − 27 = 8.

Step 2 — rewrite: 2 × 8 + 40 ÷ 8.

Step 3 — times and divide: 2 × 8 = 16 and 40 ÷ 8 = 5.

Step 4 — rewrite: 16 + 5.

Step 5: = 21.

One question, four lessons: brackets, order, times tables, division. Exactly like that skills stack.

A word problem at the end

“125 g of sweets fit in a bag. How many grams are in 4 bags? And how much is that mixed?”

Write-up: bag … 125 g, bags … 4, altogether … ?

Estimate: 4 × 125 ≐ 4 × 130 = 520 — I expect a bit under that.

In writing: 125 × 4: 5 × 4 = 20, I write 0, two on; 2 × 4 = 8, plus 2 = 10, I write 0, one on; 1 × 4 = 4, plus 1 = 5. 500 g.

Mixed: 500 g = half a kilo.

Answer: In four bags there are 500 g of sweets, so half a kilogram.

Find the mistakes — a final detective

Three calculations, each with a mistake. Can you find them?

a) 7 × 8 = 54. → Mistake: 7 × 8 = 56 (5, 6, 7, 8!). 54 belongs to 6 × 9.

b) 20 − 8 ÷ 4 = 3. → Mistake in the order: first 8 ÷ 4 = 2, then 20 − 2 = 18. Three would only come out with a bracket (20 − 8) ÷ 4.

c) 2 m 5 cm = 25 cm. → Mistake in converting: 2 m = 200 cm, so 205 cm.

Whoever finds someone else’s mistake knows the topic twice: to calculate and to watch.

⚠️

Do not revise only what goes well — that is pleasant, but it teaches nothing. Go back to your crosses and question marks. Ten minutes on a weak spot is worth an hour of riding through certainties.

Practice: now you do it 🎲

Now try it for real. You will see all the questions at once, like on paper. البداية with ten. When it goes well, add more.

Revise the times tables forwards and backwards — the base of the whole level.

Practise the questions

Final ride on paper

A clean sheet, all eight stops, marks ✔ ? ✗. You go.

From memory: 7 × 8, 9 × 6, 48 ÷ 6, 35 ÷ 4 with a remainder, 3 + 4 × 5, (3 + 4) × 5.
Under each other with checks: 456 + 378, 631 − 258, 156 × 4, 738 ÷ 3.
Conversions and geometry: 250 cm mixed, 100 min mixed, perimeter and area of a rectangle 7 × 4 (in cm and cm²), a quarter of 36.
Go through the marks: for each ? and ✗ find the lesson, revise it and try the question again. Then show the notebook to your parents — with the path you have walked too.

Now you 💪

You went through all eight stops and you know which ones were hard work.
You can do the four written operations under each other and with checks.
You work out a mixed question with a bracket, multiplying and dividing line by line without losing numbers.

✅

Done when: You have managed the big ride of the whole level, you have weak spots marked and a plan how to practise them. Times-table kid تم — well تم!

What to take from this lesson

You know times tables, division, written calculating, units, geometry and first fractions — and it holds together.
An estimate before calculating and a check after it are habits, not extra tasks.
Weak spots are found with marks and practised on purpose.
Maths stacks: new lessons stand on old ones, like brackets + times tables in one question.
The next level builds on this one — and it starts where you finish today: at fractions.