Maths Year 3 Summer Multiplication and Division

Each unit has everything you need to teach a set of related skills and concepts.

Counting in equal steps; sequences (suggested as 3 days)

Planning and Activities

Day 1 Teaching
Count in 10s from 0 to 100 using the counting stick, then in 100s from 0 to 1000. Count in 100s from different numbers. Count in 50s to 500, then to 1000. Write: 4, 54, 104, 154; explain that 4 + 50 = 54, 54 + 50 = 104, 104 + 50 = 154. Repeat with 23, 73, 123.
Group Activities
Use the in-depth problem-solving investigation ‘Dog Chews’ as today’s group activity.
Or, use these activities:
-- Play ‘Ping Pong’, alternating between counting in 100s and 50s to 1000.
-- Play ‘Jump 50, Jump 100’, counting on a given number of 100s or 50s.

Day 2 Teaching
Count in steps of 4 from 4 to at least 100, noting that the numbers are all even. Count in 8s to 96. Observe that these are also even. Explain how we find the digital root of a number; find digital roots of numbers in the 4x table.
Group Activities
-- Find the digital roots of numbers in the 4 and 8 times table and beyond.
-- Play the compound leaves game, counting in 4s and 8s.

Day 3 Teaching
Show the first three numbers of a sequence: 28, 24, 20. Children describe the rule for this sequence and write the next three numbers. Discuss how sequences can decrease as well as increase. Show a sequence starting at 2, e.g. 2, 6, 10. Can children write the next three terms? Children create their own sequences, then extend: 2, 4, 8, 16.
Group Activities
-- Play sequences card game, challenging a partner to spot the rule of a sequence and write the next three numbers.
---Play sequences game, identifying the rule for a given sequence of numbers.

Back to Lockdown?

If your class/school is closing for a while, we're here to help.

The Route map below outlines what to teach online, and what to practise at home. The Home pack provides all materials needed at home.

With TA/Tutor

These materials are for a TA or Tutor to use with a small group of children or one child.
They support the learning in class in this unit.
Notes are provided for teacher and TA/Tutor.

Coming soon!

Mental/Oral Maths Starters

Day 1
Count in 100s (pre-requisite skills)

Suggested for Day 2
Odd and even numbers (simmering skills)

Suggested for Day 3
Count back in 3s (simmering skills)


Day 1
Complete missing numbers in a 10 to 1000 grid, counting in steps of 10 and 100.
Fill the missing numbers in sequences that count in 50s or 100s.

Day 2
Fill the missing numbers in sequences that count in 4s or 8s.

Day 3
Complete the sequences and state the counting rule.

Mastery: Reasoning and Problem-Solving

  • Write the next four numbers in these sequences:
    4, 8, 12, ,…
    13, 63, 113, …
    8, 16, 24, …
    100, 96, 92, …
    341, 441, 541, …
    601, 551, 501, …
  • Create a sequence of ten numbers where you count on in 8s from an odd number.
  • Harry says, ‘If I count in 4s, starting at 3, I won’t say 30, but I will say 303.’ Do you agree? Explain your ideas.

In-depth Investigation: Dog Chews
Children find a multiple of 50 and a multiple for 4 with a given total.

Extra Support

Ladders to Success
Counting in steps of 50 from 0 to 1000