Maths Year 3/4 Spring Multiplication

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.

• ‘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

Day 1
4 times table

Day 2
Multiplication Ping Pong

Day 3
3 times table division facts bingo

Day 4
Place value addition chains

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.

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:

• 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.

Y3/Y4
Fantastic Facts
Know the 2, 3, 4, 5 and 10 times tables by heart.

Day 1
Multiply by multiples of 10 and 100, using times table facts and place value digit shifts. Use Number dials ITP to look at the relationship between the 3 and 30 times tables, then 6 and 60. Also use counting stick – count in 4s, then GO LARGE for 40s, then create MEGA tables facts for the 400s.
Group Activities: TA with Y3
Y3 -- Multiply by multiples of 10 dice activity.
Y4 -- Multiply multiples of 10 and 100 by 1-digit numbers using times table facts. Write inverse division sentences.

Day 2
Multiply by multiples of 10 and 100, using times table facts and place value digit shifts – recap from Day 1.
Further Teaching with Y4
Revise grid method for 3-digit by 1-digit multiplication, model setting this out including partitioning 3-digit number and using multiples of 10 and 100 to complete the grid.
Group Activities: T with Y4
Use the in-depth problem-solving investigation ‘Round and Round the Circle’ from NRICH as today’s group activity.
Or, use these activities:
Y3 -- Creating ‘mega’ times tables, e.g. 40 and 60 times tables, using knowledge of 4 and 6 times tables. Write inverse division facts.
Y4 -- Using grid method for 3-digit by 1-digit multiplication. Some children explore deliberate errors.

Day 3
Revise doubling larger 2-digit numbers by partitioning and using multiplication facts, e.g. double 27 by doubling 20 then 7 then recombining.
Further Teaching with Y4
Introduce ‘ladder’ method for 3-digit by 1-digit multiplication. Compare with the grid method. Discuss advantages/disadvantages of each.
Group Activities: T with Y4
Y3 -- Double numbers by partitioning and recombining.
Y4 -- Investigate products of a 3-digit numbers by 1-digit multiplication.

Day 4
Quick recap of ‘ladder method’ for multiplication: Y4 demonstrate for Y3.
Further Teaching with Y3
Multiplication and division word problems – model examples of each – (see resources), encouraging children to identify the correct operation.
Group Activities: T with Y3
Y3 -- Create multiplication and division word problems.
Y4 -- Investigate digital roots of 3-digit × 1-digit multiplications.

• Number Dials ITP; Place value ITP
• ‘4-digit place value grid’ (see resources)
• Counting stick
• 0–9 dice, 1–12 dice, 1–6 dice
• ‘Ladders of 10s’ (see resources)
• ‘Target numbers’ (see resources)
• ‘Using the grid method’ (see resources)
• 100s, 10s and 1s place value cards
• ‘Doubling numbers’ sheets 1 and 2 (see resources)
• ‘Multiplication and division word problems’ (see resources)
• Sets of number cards: 2, 3, 4, 5, 8 and 10
• Blank A6 cards

Day 1
2, 4 and 8 times tables

Day 2
Division facts for 10 times table

Day 3
Multiplying and dividing by 10

Day 4
6 and 60 times tables

Day 1
Y3: Multiply by multiples of 10.
Y4: Multiply by multiples of 10 and 100.

Day 2
Y3: Multiply by multiples of 10; spot patterns.
Y4: Use the grid method to multiply a 3-digit number by a 1-digit number.

Day 3
Y3: Double numbers to 44 and beyond. Double numbers to 73 and beyond.
Y4: Use the grid method to multiply a 3-digit number by a 1-digit number.

Day 4
Y3: Solve multiplication and division word problems.
Y4: Partition to multiply: grid or ladder. Rehearse ladder multiplication. Rehearse ladder multiplication (larger numbers).

Y3

• Complete these LARGE and MEGA multiplications:
  8 × 50 = 
  210 =  7
  40 ×  = 320
  3000 =  × 600
   × 800 = 4800
• Double:
  19, 24, 36, 48
• Halve:
  84, 52, 78, 96
• Write a multiplication word problem with the answer 240 for your teacher to solve. Remember you must have found the correct answer!

Y4

• Jimmy writes: 40 × 5 = 2000.
  Is he correct? What might he not understand yet?
• Write the missing numbers and find the final product.

• Ola used the ladder method to find 424 × 6 and 3 × 848. Can you suggest why she was surprised with her answers?

In-depth investigation: Round and Round the Circle
Adapt to show multiples of 10 around the circle. What happens if you join every second point on the circle? Try with different steps and see if you can predict what will happen. Round and Round the Circle from nrich.maths.org.

Y3
Doubles and Halves
Double multiples of 5; halve multiples of 10.

Y4
Grid Genius
Use the grid method to multiply 2-digit numbers by 1-digit numbers.

Moving multiplications
Multiply by 20, 30, 40 and 50 using times tables and place value.