Mathematics planning: Year 3
Week commencing 29.6.15
Strands: Written multiplication and division (WMD); Problem solving, reasoning and algebra (PRA); Mental multiplication and division (MMD); Fractions,
ratio and proportion (FRP); Decimals, percentages and their equivalence to fractions (DPE)
Week summary: Use the grid method to multiply 2-digit numbers by 3, 4, 5, 6 and 8; estimate products; divide using chunking, with and without
remainders; decide whether to use multiplication or division to solve word problems; recognise tenths and equivalent fractions; find one-tenth and several
tenths of multiples of 10 and begin to find one-tenth of single-digit numbers
LI
Starter
Main lesson
Mild
Spicy
Hot
Plenary
Resourc
es and
notes
Use the
grid
method to
multiply
In pairs, chn
turn over a 0–10
card and multiply
by 3, 4, 5 or 8
(whichever
times-table they
need to
practise). Can
they get through
the whole pack in
a minute?
Ask chn which of 4 × 38 and 4 × 32 on Screen
3.29.1a will have the largest answer. Model
using rounding to estimate the answers to
each. Point out that both answers will be
between 120 and 160, but the first will be
closer to 160 and the second closer to 120.
Chn use 2, 3 and
5 to create all
the combinations
of 1-digit × 2digits. Support
to work logically,
work out
approximate
answer, and solve
using grid
method.
Chn use 3, 4
and 8 to create
all the
combinations of
1-digit × 2digits. solve
using grid
method, and
order from
smallest to
largest product.
Rpt with 3, 4
and 8.
Chn use 3, 4
and 8 to create
all the
combinations of
1-digit × 2digits. Estimate
answers, solve
using grid
method, and
order from
smallest to
largest product.
How would we
set out this
question:
23 x 47 =
0-10
cards
String
for a
washing
line
Calculatio
n cards
Choose a
calculation
from the sheet.
Work it out and
colour the
answer in the
same colour on
the sheet.
Can children
create a
multiplication
sentences with
an answer
between 150
and 160?
What method
would you use
to solve this
36 ÷ 6 =
Chn find exact answers using the grid method.
Model on the board.
Show 150, 200, 250 and 300 on washing line on
Point out the multiplications. Use rounding to
estimate answers for the first two. Child
places cards on the washing line. Rpt with the
next pair and the final pair.
As a table, chn work out the exact answer to
one of the multiplications and compare with
the estimate.
Use the
grid
method to
multiply
Stamp and parcel
starter game
http://www.tran
sum.org/Softwar
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f_the_day/start
er_July8.ASP
Show children a grid with a lot of calculations
and answers. What do they think they have to
do. How do they know? (ensure you place a
couple of simple calculations so the mild
children can access the work)
Rpt with own
choice of digits,
predicting
largest and
smallest, even
and odd.
Ask children to work out the answers to those
highlighted.
Choose a
calculation from
the sheet. Work
it out and colour
the answer in the
same colour on
the sheet.
Ensure children are using grid method to work
out the answers. When they have finished, ask
Teacher
supported
Mathematics planning: Year 3
Week commencing 29.6.15
children to pick another and work that out. Can
they compare the two.
To divide
using a
numberine,
Ask chn how
many 3s in 6. So
how many threes
in sixty? Write
20 × 3 = 60. Rpt
with 4s in 12. Call
out similar pairs
of divisions, chn
agree
corresponding
multiplications.
Teaching: Chn predict which of 59 ÷ 4 and 85 ÷
5 has a remainder. Emphasise how we can use
multiplication to solve division and reveal the
multiplication with a hole. Remind chn how to
sketch a line and use Chunky Chimp to model
solving 59 ÷ 4 / ☐ × 4 = 59.
To
multiply
and divide
using a
written
method
Give children a
multiplication
and division
question. Which
would give you
the smaller
answer and why?
Give children a multiplication that involves
money. Ask them to think about how you would
partition the number and then add it together.
Give each group a calculation to complete.
Repeat the process for division using ml.
LI: To solve
work
problems
relating to x
and÷.
Throw dice twice
and multiply the
resulting two
numbers
together.
Provide children with an example word problem.
How would they solve it? What clues tell you it
is a multiplication/division?
Chn rpt to find exact answer to 85 ÷ 5.
Task: In pairs, chn discuss which two divisions
on the next slide won't have a remainder.
Teaching: Create six groups. Each work out one
of the divisions using Chunky Chimp. Were
chn's predictions correct?
Chn answer the
first 12
questions on
powerpoint
ʻDivision using
chunkingʼ, using
Chunky Chimp to
solve divisions,
with and without
remainders.
Chn answer
questions 1–16
on powerpoint
ʻDivision using
chunkingʼ, using
Chunky Chimp
to solve
divisions, with
and without
remainders.
Chn answer
questions 5–17
on powerpoint
ʻDivision using
chunkingʼ, first
predicting
whether there
will be a
remainder.
Complete mixed
operation
calculations
2,3 and 5 x
tables
Complete mixed
operation
calculations
2, 3, 4, 5 and 8
x tables
Provide children
with mixed
operation
calculations
that involve
money, length
and weight
Complete word
problems
relating to 2, 3
and 5 x tables
Complete word
problems
relating to all
year 3 x tables.
Complete word
problems
relating to all
year 3 x tables.
Ext: 2 step
problems
Ask children to
find the numbers
using the
Complete
worksheets by
sticking them
Provide children
with questions
written
Explain task
What numbers would you need to look at and
what are the clues that tell you it is a x or /?
Allow children time to solve the calculations
and then ask them to stick in an example and
solve it together. Ensure children have time to
highlight the important facts of each word
problem
LI: To
represent
and solve
problems
Read: Once is a
Snail, Ten is a
Crab to the
Give children and example of a multiplication
and division problems relating to the book; One
is a Snail, Ten is a Crab. Ensure they are
What’s the
same and
what’s
different
about these
calculations.
2 x 28
84 ÷ 4 =
Mathematics planning: Year 3
relating to
x and ÷
children the day
before the
lesson.
Ask children to
think of
different ways
to make 20
Week commencing 29.6.15
differentiated. (This is already done on the
powerpoint slide)
Allow children time to talk about each problem
before they attempt to tackle it. Model how to
solve it on the board.
Explain the task to children and provide each
with procedural Success Criteria to aid them in
tackling each problem.
pictures and
then x or ÷ them
by 3 and 5
into their
books. This is
the beginnings
of
understanding
algebra.
algebraically
and ask them to
solve each
calculation