Extending Table Patterns
Your child can use known times table facts to find new ones. From 5 × 6 = 30, they work out 6 × 6 = 36.
In curriculum terms
Recognise and use repeated reasoning to generalise: extend multiplication table patterns, derive unknown facts from known ones, and describe rules for sequences
Ages are typical, not deadlines — follow your child’s pace. How to help at home →
How to tell they’ve got it
Tick these off as you see them — no test required.
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Try this together
When your child is learning their times tables, do they use known facts to figure out ones they're not sure of — for example, using 5 × 6 = 30 to work out that 6 × 6 = 36?
Where this sits on the map
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Curriculum alignment
Where this fits in the official school curriculum — our best automated guess, not yet checked by a person.
Show candidate curriculum codes · 3 ACARA · 2 NSW · 3 VIC
Australian Curriculum v9 candidate
follow and create algorithms involving a sequence of steps and decisions that use addition or multiplication to generate sets of numbers; identify and describe any emerging patterns
recognise, continue and create pattern sequences, with numbers, symbols, shapes and objects, formed by skip counting, initially by twos, fives and tens
recall and demonstrate proficiency with multiplication facts for 3, 4, 5 and 10; extend and apply facts to develop the related division facts
NSW syllabus codes & stages only
Victorian Curriculum 2.0 codes & levels only
These are candidate alignments generated by semantic matching — machine-suggested and unreviewed (v0.1), not official or verified mappings. For official curriculum content see australiancurriculum.edu.au, curriculum.nsw.edu.au and f10.vcaa.vic.edu.au. Don’t rely on them for registration or compliance purposes.