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# Maths Year 3 Autumn Multiplication and Division (B)

Each unit has everything you need to teach a set of related skills and concepts. 'Teaching for Understanding' provides whole-class teaching and fully differentiated adult-led group activities. ‘Problem-solving and Reasoning’ develops these skills, and includes questions to enable you to assess mastery. Practice sheets ensure procedural fluency. Extra support activities enable targeted work with children who are well below ARE.

‘UNIT PLAN’ gives you a text version of all parts of the unit to use in your school planning documentation. ‘DOWNLOAD ALL FILES’ gives you that unit plan plus all of associated documents. These bulk downloads are added value for Hamilton Friends and School Subscribers.

## Unit 1 Mental strategies for x and ÷ (suggested as 2 days)

### Objectives

Mental strategies for multiplication and division
Unit 5: ID# 3343

National Curriculum
Mult/Div (ii) (iii)

Hamilton Objectives
16. Understand that division is the inverse of multiplication, so halving is the inverse of doubling.
20. Partition to double and halve numbers.
21. Solve problems, including missing number and scaling problems.

### Teaching and Group Activities for Understanding

Day 1 Teaching
Children write x2 table on left hand side of w/bs. Children now write the corresponding 4x table on right hand side. Note that in order to work out x4 a number, you can double it twice. Model for larger numbers. 13 x 4 ≡ double 26.
Group Activities
-- Practising multiplying by 4.
Day 2 Teaching
Ask children how to multiply a number by 4. Agree you can double twice. We use this to divide by 4. Show example on IWB, reminding children that halving is the inverse of doubling. So we can divide by 4 by halving twice.
Group Activities
Use the ‘Does It or Not?’ in-depth problem-solving investigation below as today’s group activity.
Or, use these activities:
-- Practising dividing by 4.

### You Will Need

• 4 times table (see resources)
• x2 & x4 times tables (see resources)
• 1-24 number cards
• Multiplying & dividing by 4 (see resources)
• Multiple of 4 cards (see resources)

### Mental/Oral Maths Starters

Day 1
Double 2-digit numbers (pre-requisite skills)

Day 2
Halve even 2-digit numbers (pre-requisite skills)

### Procedural Fluency

Day 1
Multiply by 4: differentiated sets.

Day 2
Divide by 4: colour coded questions.

### Mastery: Reasoning and Problem-Solving

• Multiply 26 by 4. WOW!
• Write 4 sentences to link the numbers 24, 4 and 96.
• What mistake has Fred made in his calculations ?
13 x 4 = 26
21 x 4 = 42
56 ÷ 4 = 28
64 ÷ 4 = 32
• Divide 128 by 4.
Can you divide the answer by 4?
Can you divide that answer by 4?

In-depth Investigation: Does It or Not?
Children find numbers between 50 and 100 which they can divide by 4. They halve each number twice to find out.

### Extra Support

This unit has no separate Extra Support activities.

## Unit 2 Times tables; multiplication/division (suggested as 5 days)

### Objectives

2x, 3x, 4x, 5x, 8x, 10x tables: multiplication and division, including remainders
Unit 6: ID# 3347

National Curriculum
Mult/Div (i) (ii)

Hamilton Objectives
15. Understand that multiplication is commutative, and write mathematical statements for multiplication and division.
16. Understand that division is the inverse of multiplication, e.g. ? x 3 = 21 ≡ 21 ÷ 3 = ?
17. Know the 2x, 3x, 4x, 5x, 8x and 10x times tables, including division facts.

### Teaching and Group Activities for Understanding

Day 1 Teaching
Children write the 4x table down the left hand side of a whiteboard. Children now write 8x table on right hand side. Note that in order to multiply a number by 8, you can times number by 4 then double it. Model with different questions.
Group activities
-- Multiplying by 8 card game. Ping Pong: multiplying by 8.

Day 2 Teaching
Show a blank multiplication grid. Model filling it: I know 6 x 4 is 24 so I write 24 here. Give each child their own blank grid and ask them to complete it.
Group activities
-- Complete a range of multiplication target boards.

Day 3 Teaching
Display multiplication grid. Children think, pair, share how this helps with division. Revise this: 3 x 6 is 3 lots of 6 are 18. So 18÷ 6 is how many 6s make 18? ☐ x 6 is 18.
Group activities
Use the ‘Crack the Code’ in-depth problem-solving investigation below as today’s group activity.
Or, use these activities:
-- Times table division card game.

Day 4 Teaching
Display blank divisions table. Cover all but first 2 rows. Model division within tables with remainders (÷2, 3, 4, 5, 8 and 10).
Group activities
-- Complete a division investigation that looks for patterns.

Day 5 Teaching
Remind children that we have practised multiplying and dividing. Today we’ll choose one of these to find answers to word problems. Reveal word problems one by one. Discuss and complete.
Group activities
Use the ‘Crack the Code’ in-depth problem-solving investigation below as today’s group activity.
Or, use these activities:
-- Creating multiplication and division word problems.

### You Will Need

• 8 times table (see resources)
• Incomplete x4 and x8 list (see resources)
• 1-12 cards
• Cubes
• Blank multiplication grid (see resources)
• 2, 3, 4, 5, 8, 10 dice (hand written)
• Target boards (see resources)
• Multiplication grid (see resources)
• Number cards (between 10 and 100)
• 2, 3, 4, 5, 8, 10 dice (hand written)
• Blank divisions table (see resources)
• Large multiplication grid
• Divisions tables (see resources)
• Word problems (see resources)

### Mental/Oral Maths Starters

Day 1
4 times table (pre-requisite skills)

Day 2
2, 4 and 8 times tables (pre-requisite skills)

Day 3
Division facts for 2 times table (pre-requisite skills)

Day 4
Division facts for 3 times table (pre-requisite skills)

Day 5
Division facts for 4 times table (pre-requisite skills)

### Procedural Fluency

Day 1
Multiply by 8: ‘orderly’ and ‘disorderly’ sheets.

Day 2
Multiply by 2, 3, 4, 5, 8, and 10.

Day 3
Divide by 2, 3, 4, 5, 8, and 10.

Day 4
Use division machines (colour coded).

Day 5
Complete multiplication and division word problems.

### Mastery: Reasoning and Problem-Solving

• Divide 36 by 4. Divide the answer by 2.
Divide 36 by 8. What fraction of 8 is the remainder?
• Use number cards 2, 3, 4 and 8. How many multiplication and division sentences can you create?
• Mystery number
Which ONE number makes this sentence true?
☐ ÷ 6 = 24 ÷ ☐
• Which number between 30 and 40 can be divided by the most numbers leaving no remainders?
• Write a word problem involving division for your teacher to solve. Remember you must have worked out the correct answer!

In-depth Investigation: Crack the Code
Children work together to reason and think logically to crack a code. They practise mental multiple and division strategies.

### Extra Support

This unit has no separate Extra Support activities.