The Networking Tables series provides you with a series of eight blackline master books covering the 2x, 3x, 4x, 5x, 6x, 7x, 8x, and 9x tables. Each of these books has around 70 pages of photocopiable activities. Activities contained are based on the key principles of the Curriculum Framework. This is an ideal resource for children in gaining an understanding of the times tables and improving recall of the number facts. The books cover basic times tables, extensions of tables facts and other areas of number in a way that will help children develop understanding.

Primary Teachers

Are you looking for exciting activities to help your students develop a network of tables and number facts? Look no further. The Networking Tables series provides you with a series of eight blackline master books covering the 2x, 3x, 4x, 5x, 6x, 7x, 8x, and 9x tables. Each of these books has around 70 pages of photocopiable activities. Activities contained are based on the key principles of the Curriculum Framework.


You too can use this wonderful new series with your children. This is an ideal resource for home schooling or for children who need extra help with understanding their times tables and developing recall of the facts. The books cover basic times tables, extensions of tables facts and other areas of number in a way that will help children develop understanding.

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Aims, Structure & Teachers' Notes

1. Aims

Never lose sight of the big picture.

This series of books aims to develop the 'big picture' of number sense, that is, confidence in handling numbers, an understanding of the different forms of numbers and operations and the network of relationships between them, as well as the ability to explain and justify solutions and conclusions. The activities in this book demand more than mere recall of the basic tables facts. They liberate students to develop an intricate and rich network of number facts and relationships and empower them to think and work mathematically.

The author's main aim is the development of the following goals in all students.

  • CONFIDENCE to learn mathematics and solve mathematical problems
  • COMPREHENSION of the basic mathematical concepts and ideas
  • CONNECTIONS or links between concepts, numbers and operations
  • COMMUNICATION of mathematical ideas in words, symbols and pictures
  • CREATIVITY enabling students to initiate ideas and utilise preferred solution strategies
  • COLLABORATION enabling exchange of ideas and cooperative problem solving
  • COMPETENCE in basic number facts and problem solving strategies
  • CHALLENGE enabling children of all abilities to work at an appropriate level

2. Structure

Form a network of understanding.

This diagram shows how there is a network of activities within each book that interweave learning outcomes in mathematics.

Networking Tables Structure

3. Teachers' Notes

How to use the books

This series of books follows the principles expressed in the Curriculum Framework with respect to learning, teaching and assessment. The following ideas are some implementation suggestions.

Learning & Teaching

1. Plan short, regular number sessions, e.g. 15 - 20 minutes daily.

2. Use concrete materials wherever possible and encourage students to record information pictorially as well as using the formal symbols.

The activities are designed to help children understand and relate maths ideas as well as test them on recall of number facts.

3. Promote discussion as a main ingredient of every maths lesson. Provide opportunities for children to predict, estimate, justify, explain, compare, demonstrate, prove, review, conclude and generalise. Vary the discussion situations, e.g. with partners, in small groups, with the teacher and with the whole class.

4. Respect and accommodate the individual differences between the students. Children may complete 1, 2 or 3 books per year. Children in the same class may be working from different books in this series.


Assessment is viewed as an integral part of the learning process rather than a separate task at the end. Therefore all the activities in the books can be considered to be assessment tasks. In order to build up a rich picture of students' mathematical achievements and understandings, use different sources of information, including observations, discussions with the students and samples of written work. Encourage students to assume responsibility for their own assessment by the use of the self assessment pages in the books.


Jenny Buzza, teacher

"Networking Tables has given me a more confident approach to teaching maths concepts and I am grateful for an excellent format to follow which can encourage the children in my class to enjoy numbers and related concepts rather than to fear them. Having something which relates directly to the Maths Learning Outcomes for students, (Education Department of WA), is also very, very beneficial for me. There is now much more teaching of inter-related concepts and ideas and less fragmented learning in my maths program.

As the ideas and activities provided in 'Networking Tables', in particular, the 2x book, have been used with my class of Year 2 children, the logical progression of basic number facts has stimulated many of the children to form connections with the more advanced concepts within the mathematical strands as well as understand the general patterns of numbers."

Gary Payne, Joondalup Education District Office: from Cross Section, July 1999

Networking Tables

"This is a series of eight books aimed at developing number sense through the learning of multiplication tables facts. The emphasis for outcomes in mathematics revolves around understanding. It is often difficult to find a teaching resource about tables that contains this element. Ellita De Nardi's eight books based on the two to nine times tables entitled "Networking Tables" has this emphasis at the forefront of all activities. There is no mindless repetition of the same type of task. Each activity has been carefully designed to extend number understanding in a progressive way.

The books feature the theme of under-standing a particular table. Linked with this focus are the key concepts associated with the number strand from the Western Australian Student Outcome Statements. The activities in the books are a rich source of ideas to enable students to achieve outcomes from the Calculate and Understand Operations sub-strands. Because tasks give rich mathematical opportunities, many out-comes from the Working Mathematically strand can be demonstrated by students.

The books are carefully structured to show the full extent of the types of outcomes that can be achieved using tables as a basis for number learning. Learning activities begin with using materials and diagrams to represent multiplication and move to enable children to recognise that multiplication can be represented as repeated addition. The use of a think- board type approach to show connections between the four operations is an extremely worthwhile strategy that teachers will be able to apply to a range of situations. Extensive activities on applying table knowledge to fractions, decimals, multiplying with zeros, the identification of number patterns and the use of calculators are provided.

A strong emphasis is made on the use of strategies to assist students to identify table combinations. (Ellita has made use of her own son to specify strategies to which children can relate.) This approach fits very closely with number outcomes where students are encouraged to engage in using mental strategies.

In all, these books give a highly useful range of approaches to use for students to understand operations, remember table facts, use strategies to calculate and apply understandings. The activities are aligned to number outcomes and could provide valuable assessment activities to monitor student progress. There is a mixture of open-ended tasks and closed tasks to cater for the specific needs of students.

I highly recommend this very inexpensive series of books. They have been purposefully planned with a comprehensive range of tasks that develop number understandings. The activities in the books develop much more than the recall of table facts. They are very closely aligned to the Curriculum Framework outcomes.

It is noted that in response to teachers' requests that the books are now available in black-line master form."

Paul Swan, Head of Education Program, Edith Cowan University, South West Campus, Bunbury

"In my role as a lecturer in primary mathematics education I come across hundreds of resources, many of which claim to improve the teaching and learning of the table facts. Most simply consist of lists of tables regurgitated in one form or another so I was pleasantly surprised when I was asked to review Networking Tables. Here at last was a comprehensive resource that really did focus on developing a network of related facts rather than simply drilling children until they were bored silly.

Ellita De Nardi has managed to blend a range of activities together so that children are given a strong understanding of the multiplication and division facts as well as extended basic facts. Children are also given the opportunity to hone their skill by practising various table facts at regular intervals. Progress in learning the tables is monitored by the use of innovative and rich assessment tasks designed to gauge not only speed and accuracy but student understanding of the underlying table facts. Clearly this is the best and most comprehensive resource that I have seen related to the teaching and learning of the tables."

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