Maths Year 3/4 Spring Multiplication and Division

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

Times tables and factors (suggested as 4 days)

Planning and Activities

Day 1
Find 8 times table facts by doubling 4 times table. Model this, using partitioning for doubling.
Further Teaching with Y4
Derive 9 times table facts: count on in 9s on a counting stick, use ‘finger trick’ to calculate 9s, show patterns of 9s on a 100-square and discuss digital roots of answers.
Group Activities: T with Y4
Y3 -- Play games to explore the 8 times table.
Y4 -- Explore the 9 times table, including division facts: dice and card games.

Day 2
Find 6 times table facts by doubling 3 times a number. Using multiplication facts children write/say corresponding division facts.
Further Teaching with Y4
Explore the 7 times table – count in 7s on a counting stick and ‘add 10 subtract 3’; discuss patterns (or lack of them) compared to 9s.
Group Activities: T with Y3
Y3 -- Play a card game to rehearse spotting and writing 6 times table multiplication and division facts.
Y4 -- Explore multiplication and division facts for the 7 times table.

Day 3
Complete multiplication grids with missing products, drawing on previous lessons to make links between times tables.
Further Teaching with Y4
Explore 11 and 12 times tables, drawing on knowledge of other tables, and beginning to use partitioning to derive facts, e.g. 7 × 12 = 7 × 10 + 7 × 2.
Group Activities: T with Y4
Y3 -- Multiplication target boards – timed challenge.
Y4 -- Explore multiplication facts for the 12 and/or 11 times table.

Day 4
Find factors of numbers (up to 40). Start with a 6 × 4 array of counters and discuss other rectangular arrangements. Define factors. Repeat for 21, then 16 counters.
Group Activities: T with Y3
Use the in-depth problem-solving investigation ‘Multiples Grid’ from NRICH as today’s group activity.
Or, use these activities:
Y3/Y4 Whole class investigation: find factors of numbers up to 40.

You Will Need

  • ‘Fill in the missing numbers from the 4 and 8 times tables’ (see resources)
  • Counting stick
  • ITP Number Grid
  • Number cards 1–12, 1–12 dice
  • Picture of a dog
  • 24 blank cards (these can be pieces of thick paper or thin card)
  • Interlocking cubes
  • 1-minute and 2-minute IWB or sand timers
  • Stopwatches
  • ‘Blank multiplication grid’ (see resources)
  • Dice with handwritten stickers for 2, 3, 4, 5, 6, 8
  • ‘Target boards 1 and 2’ (see resources)
  • 0–9 dice

Short Mental Workouts

Day 1
4 times table

Day 2
Multiplication Ping Pong

Day 3
3 times table division facts bingo

Day 4
Place value addition chains

Worksheets

Day 1
Y3: Multiply by 8, to 12 × 8.
Y4: Multiply by 9, to 12 × 9; associated division facts.

Day 2
Y3: Multiply by 3, then 6, to 12 × _.
Y4: Multiply and divide by 7; explain patterns of multiples in number grids.

Day 3
Y3: Practise 2, 3, 4, 5, 6, 6 and 10× tables; extend to 11 and 12×.
Y4: Multiply by 11; derive the 12× table.

Day 4
Y3: Find factors of numbers to 30.
Y4: Find factors of numbers to 50. Find factors of numbers to 84.

Mastery: Reasoning and Problem-Solving

Y3

  • Use number cards 2, 3, 4 and 8. How many multiplication and division sentences can you create?
  • Put these numbers in ascending order, according to the number of factors each has: 21, 30, 43, 25.

Y4

  • Which of these numbers are multiples of 9?
    28, 108, 126, 49, 153, 891
    How do you know?
  • Which of these numbers are multiples of 7?
    84, 79, 32, 63, 56, 140, 133
    How do you know?
  • Complete this grid in less than 1 minute:
x7912
5
7
8
  • Poppy says, ‘The biggest number in a group always has the most factors, so 73 will have more factors than the other numbers in this list: 42, 60, 73, 36.’
    Do you agree with her?

In-depth investigation: Multiples Grid
What do the shaded numbers on a 100 square have in common? Children apply knowledge of tables facts and divisibility. Multiples Grid from nrich.maths.org.