Year 4 Teaching Sequence Summer 3 - Multiplication and division facts for the 2, 3, 4, 5, 6, 8, 9 and 10 times
tables (two days)
Prerequisites:
 Know multiplication facts for 2, 3, 4, 5, 6, 9 and 10 times tables, and learn corresponding division facts (see spring
teaching sequence 3 and summer oral and mental starter bank 3)
 Recognise multiples of 2, 3, 4, 5, 6, 9 and 10, up to the tenth multiple (see autumn teaching sequence 3 and spring oral
and mental starter bank 3)
Overview of progression:
Children are given a common multiple and asked to use their tables knowledge to write as many multiplications and divisions
as they can using this number. They solve a puzzle by placing multiples of a multiplication grid so as to form lines of
numbers. They rehearse division facts for the 6 times table (this being the most recently learned table) and learn
multiplication facts for the 8 times table.
Note that there is an overlap between terms to keep reinforcing knowledge of tables facts (objectives include ‘begin to
know…’ in one term, followed by ‘learn…’ in the next, followed by ‘revise…’ in the next). The aim is that all multiplication facts
are learned by the end of Year 5, although of course some children will learn them earlier and some later. It may be that
your school has a policy of asking children to learn their times tables independently at home with an individual target.
Watch out for children who are still not secure with their 2, 3, 4, 5, 6, 9 and 10 times tables as this will slow them
considerably in future multiplication and division work. Focus on maximising those tables that children ‘know’ (i.e. the 2x, 5x
and 10x) and those they can derive quickly (9x with fingers, and 4x and 6x by doubling). They have to learn their 3x table!
If support staff or parents can help, ask them to practise these with them, using games like the ones in this sequence to
help. Keep these skills on the boil during odd times during the day and during oral and mental starters, including those for
lessons not on multiplication and division. Have a ‘Fact of the day’ to practise more difficult facts, e.g. 6, 7 and 8 lots of 6.
© Original teaching sequence copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Y4 Maths TS3 – Sum – 2days
Objectives:
 Revise multiplication facts for 2, 3, 4, 5, 6, 9 and 10 times tables, and learn corresponding division facts
 Begin to learn multiplication facts for the 8 times table
 Look at patterns, investigate general statements
Whole class
Group activities
Paired/indiv practice
Remind chn how we can revise our times tables
facts:
 The 2x, 5x and 10x tables we know from
our infant days!
 The 9x table we can do on our fingers and
all multiples of 9 have digits which add to 9
 We need to learn by heart our 3x table!
 We can double the 2x table to get the 4x,
we can double the 3x table to get the 6x
Point out that we have to learn, memorise and
completely remember the 3x table. Rehearse
this with the class by chanting it!
Write the number 24 on the board. Work with
a partner to write as many multiplications with
this as an answer and divisions starting with
this number as you can on your whiteboards.
Take feedback:
8 × 3 = 24, 3 × 8 = 24, 2 × 12 = 24, 12 × 2 = 24,
24 ÷ 3 = 8, 24 ÷ 8 = 3, 24 ÷ 2 = 12, 24 ÷ 12 = 2.
Repeat with 20, 40 and 48.
Launch the Number grid ITP and use the
toggle to highlight multiples of 8. What
pattern do you notice? Talk to your partner.
Take feedback and discuss how each number is
two before the number below the previous
Group of 4-5 children
Ask children to sketch a 3 by 2 grid on
their boards and choose six numbers
from 1 to 10 to write in it, one in each
section.
Call out questions such as:
How many 6s are in 18? How many 6s
are in 54? If children aren’t sure,
remind them how they can count up in
6s, keeping track on their fingers.
Children ring the answer if they have it;
the first to ring all six numbers wins.
Easier: First, count up in 6s recording
the multiples on an ENL jotting on the
flipchart. Hide this as you ask each
question, then reveal for children to
check.
Children are given certain
multiples to place on a grid. For
some (e.g. 20) there will be
several positions where they
could place them. They try and
place them so that they make as
many lines of four as possible.
Easier: Children write the
numbers in as many places as
possible on the grid.
 Activity sheet
of grid and
numbers
 Scissors and
glue sticks
Group of 4-5 children
Ask children to record the
multiplication facts for the 4 times
table, and by the side the 8 times table.
What do you notice? Draw out how can
Give each pair a 1-10 dice.
Children roll the dice and draw
that number of hops of 8 on an
ENL and write the corresponding
multiplication.
 ITP Number
grid
 Post-its™
 Counting stick
 1-10 dice
© Original teaching sequence copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Resources
Y4 Maths TS3 – Sum – 2days
multiple of 8 as we can add 8 by adding 10 and
subtracting 2. Also draw out that the numbers
end in 0, 2, 4, 6, or 8. What does that tell us
about the multiple of 8? Why doesn’t that
surprise you?
Write 8, 18, 24… 80 on Post-its™ and attach
these to the counting stick. Count along the
counting stick. Repeat after removing 8, 24,
48 and 72. Point to where 24 should be. What
number goes here? How can you work it out?
Point to 48 and repeat.
Ask multiplication questions such as: What are
five 8s? Four 6s? How did you work this out?
Remember that five 8s will give the same
answer as eight 5s! Five 8s is also half of ten
8s. We can use our other tables facts to help
us work out multiples of 8, and as we haven’t
learned our 7 times tables yet, seven 8s is
perhaps the hardest fact to learn. But there is
a trick to help us! Write 56 = 7 × 8 on the
board. Look 5, 6, 7 8!
we can double the four times table to
get the facts for the eight times table.
Why do you think this is? So if you
struggle to remember what six 8s are,
double six 4s!
How could we use what we have here to
get the 12 times table? Ask children to
add the multiples of 4 and 8 to make
multiples of 12.
Easier: Just list multiples of 4 and 8.
Harder: Also generate the 16 times
table.
When they have all the possible
multiplications, they turn the ENL
over, and sketch a 3 by 2 grid on
their boards and choose six
multiples of 8 to write on it.
Working in pairs, they roll the
dice, work out that number of 8s,
and ring the answer if they have
it. They turn the ENL over to
check. The first one to ring all six
numbers wins.
Harder: When children record
hops of 8, they record both the
multiplication and division facts.
© Original teaching sequence copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Y4 Maths TS3 – Sum – 2days