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It can also add to their ideas of pattern and design.
If learners have not done many table patterns on hundred squares you could start by doing some of these. It is important that they do not see these as a series of straight lines, so it is advisable to get them to do the three times and four times tables before they embark on the two and five times. They should be asked why the tables of twos and fives make straight lines. Of course the word "factor" might pop up here and there.
There are two photocopiable "problem sheets" for learners to identify the tables and grids. These have more on them than the ones given in the problem. This sheet (A) has clearly defined grids and so is much easier than this one (B) which is a real challenge. In sheet B the sizes of the grids are more ambiguous and which may, therefore, have more than one answer. Squared paper is useful in investigating these.
At the end of the lesson learners should be asked to say what makes the different patterns. The factors of the grid number should be discussed and also the idea of one more than and one less than. It is possible here to introduce or practise using a letter to stand for "any number".
You could also discuss what makes an interesting all-over pattern.
Those who are really confident with the grids up to ten could predict what they will get and then explore eleven and twelve grids (which can be drawn on squared paper). They could also be expected to express their findings in algebraic terms where possible.
Learners could investigate recording more than one multiple on a grid, in the same colour.
What happens if the grid is different? Alan Parr suggests challenging learners to explore table patterns on a 'snakes and ladders' board, for example. You can read about some examples in his blog post.
Suggest concentrating on the patterns on hundred squares and $10$ grids.