Short Blocks

# Maths Year 3/4 Summer Multiplication and Division (A)

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

## Times tables, factors and multiples(suggested as 3 days)

### Planning and Activities

Day 1
Revise tables facts using a partially completed multiplication grid. Revise multiplication and division as inverses by exploring all four number sentences to link 3, 7 and 21. Practise recall using the ‘Number Dials’ ITP.
Group Activities: T with Y3
Y3 -- Ring certain times table numbers on a 1–50 grid and say the associated division fact.
-- Play division facts bingo for the 2, 3, 4, 5, 8 and 10 times tables.
Y4 -- Complete a multiplication grid up to 12 × 12.
-- Explore the calculations on a 12 × 12 multiplication grid that children often find more difficult to remember.

Day 2
Use arrays of 20 counters to model finding factors. List factors in pairs to aid finding all possibilities. Repeat for 24; note common factors of 20 and 24. Repeat for 16 and 18.
Further Teaching with Y4
Model using factors to break down and solve multiplications mentally, e.g. 20 × 36 by doubling then multiplying by 10, or 52 × 14 by finding 52 × 7, then doubling.
Group Activities: T with Y4
Y3 Use the in-depth problem-solving investigation ‘Ordering Cards’ from NRICH as today’s group activity.
Or, use these activities:
-- Find factors of 2-digit numbers; investigate common factors.
Y4 Use the in-depth problem-solving investigation ‘Race to 200’ as today’s group activity.
Or, use these activities:
-- Multiply 23 by 8, 12, 14, 16 and 18 by choosing a pair of factors to aid calculation.
-- Use a ‘broken’ calculator to multiply 379 by 6, 8, 12, 18 and 24 by choosing a pair of factors to aid the calculation.

Day 3
Model multiplying three 1-digit numbers by re-ordering in a convenient way, e.g. find 4 × 7 × 5 by re-ordering as 4 × 5 × 7 (20 × 7).
Group Activities: T with Y3
Y3 -- Multiply three numbers recognising where reordering might simplify the calculation; explain choices.
Y4 -- Multiply three numbers (2–9) recognising where reordering might simplify the calculation; explain choices.
-- Multiply three numbers, recognising where factors and reordering might simplify the calculation; explain choices.

### You Will Need

• ‘Partially completed multiplication grid 1’ (see resources)
• Number dials ITP
• Mini-whiteboards and pens
• ‘1–50 grid’ (see resources)
• ‘1–100 grid’ (see resources)
• Colouring pencils
• ‘12 × 12 Multiplication grid’ (see resources)
• ‘Partially completed multiplication grid 2’ (see resources)
• ‘Completed ‘12 × 12 Multiplication grid’ (see resources)
• Flipchart and pens
• Cubes
• Counters
• ‘Number cards’ (see resources)
• Calculators
• Three 1–6 dice per pair
• Number cards 2–9

### Short Mental Workouts

Day 1
Times tables

Day 2
Think of a number: division facts

Day 3
Find unit fractions

### Worksheets

Day 1
Y3 Multiplication grid.
Y4 Multiplication and division facts.

Day 2
Y3 Find factors.
Y4 Use factors.

Day 3
Y3 Multiply 3 numbers.
Y4 Multiply 3 numbers.

Coming soon!

Coming soon!

### Extra Support

Y3: Factor Bugs
Adapt the Group Activity from Day 2 to practise systematically finding pairs of factors for numbers less than 30. Record as ‘Factor Bugs’.

Y4: Creepy Crawlies
Learning the 6 times table.

Sleeping Spiders
Learning the 8 times table.