Learners could continue to work in pairs, perhaps using this sheet of the four parts of differently-shaded 100 squares. As they work on the problem, trying to find out which factors have been chosen in order to produce the shading, encourage them to justify their solutions to their partners, and perhaps then to the whole class. How are they going about the task? It might be useful to discuss ways of working systematically so that no solutions are omitted.
This spreadsheet ,which shades the squares according to the chosen factors, can be used to check their hypotheses. In a plenary session, you could use the second sheet of the spreadsheet to pre-prepare some shaded sections of the 100 grid without numbers. If you tell them which multiples have been shaded, can the class work out where the small part of the 100 grid is, i.e. which numbers it contains?