Year 3 Teaching Sequence Summer 10 - Multiplication and division facts for the 2, 3, 4, 5, 9 and 10 times tables
(three days)
Prerequisites:
 Know multiplication facts for 2, 3, 5, and 10 times tables, and corresponding division facts (see spring teaching
sequence 10 and summer oral and mental starter bank 10)
 Begin to learn multiplication facts for 4 times table (see spring teaching sequence 10 and summer oral and mental
starter bank 10)
Overview of progression:
Children revise multiplication and division facts for the 2, 3, 4, 5 and 10 times tables, focusing particularly on the 4 times
table learnt last term. They use their knowledge of these multiples to work out mystery times tables. They count on in 9s
discussing the emerging patterns, and begin to learn multiplication facts for the 9 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 and
division 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 and 10 times tables as this will slow them considerably
in future multiplication and division work. If support staff or parents can help, ask them to practise these with them, using
games such as the ones below 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 divisions. Have a ‘Fact of the day’ to practise more
difficult facts, e.g. 6, 7 and 8 lots of 3 and 4.
Watch out for children who do not understand the link between multiplication and division, and so cannot use one to solve
the other.
© Original teaching sequence copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Y3 Maths TS10 – Sum – 3days
Objectives:
 Count on in 9s, look at patterns, investigate general statements
 Revise multiplication facts for 2, 3, 4, 5 and 10 times tables, and learn corresponding division facts
 Begin to learn multiplication facts for 9 times table
Whole class
Group activities
Paired/indiv practice
Resources
Launch the Number Dials ITP, ask chn to close
their eyes whilst you click the pair of dice
(this randomises the central number and the
order of the multipliers round the edge of the
circle), click to reveal the central number and
change it to 3, then click to hide it again. Open
your eyes; I want you to guess what times
table I have chosen. Click to reveal some of
the outside numbers. What times table could
it be? Could it be the twos? Why not?
Group of 4-5 children
Each pair take it in turns to spin a
paper clip round a pencil on a spinner
labelled 2, 3, 5 and 10 (see resources)
and then find a number on a grid (see
resources) that the number spun will go
into. So for example if they got 5 they
ring a number on the grid that 5 will go
into. They write the division on their
whiteboard. If this is correct, they put
a cube of their chosen colour on the
number on the grid. Each pair use a
different colour. They try three
numbers in a row, horizontally,
vertically or diagonally.
Easier: Make a list of multiples of 3 on
the flipchart to help.
Chn play in pairs, one choosing the
three times table and the other
the five times table. They start
at the left or top of a grid (see
resources), choose a hexagon, and
have to say a division fact
beginning with the number, e.g.
for 24 say 24 divided by 3 is 8. If
their partner agrees they place a
counter on the hexagon. The aim
is to be the first one across to
the opposite side of the grid.
Easier: Chn say a multiplication
fact with the number on the grid
as the answer.
 ITP Number
dials
 Multiples grid,
spinner (see
resources) and
cubes
 Hexagon grid
(see resources)
and counters
Reveal more products until it is obvious, click
to reveal the central number.
Repeat this time with the 2, 4, 5 and 10 times
tables.
© Original teaching sequence copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Y3 Maths TS10 – Sum – 3days
Use the counting stick quickly to support
counting on in fours. Stop occasionally and ask
division questions, e.g. How many fours are in
24? What division can we write? Point to
random points along the counting stick, asking
chn for the corresponding multiple.
Repeat counting in 2s and then 5s.
You may wish to use Post-its™ to label 20 and
40 to begin with.
Group of 4-5 children
Ask chn to sketch a 3 by 2 grid on their
boards and choose six multiples of 4 to
write on it. What are five 4s? If you
have the answer, ring it on your board.
Ask other multiplication facts until one
child has ringed all six numbers on
his/her board. If chn don’t know the
answer, encourage them to count on in
fours using fingers to find it.
Repeat, but this time chn choose six
numbers from 1 to 10 to write on their
grids. Ask division question such as:
How many 4s in 12?
Easier: Write a list of multiples of 4 on
the flipchart to help.
Give each pair a 1-10 dice. Chn roll
the dice and draw that numbers
of hops of 4 on an ENL and write
the corresponding divisions, e.g.
36 ÷ 4 = 9.
When they have all the possible
divisions, they sketch a 3 by 2
grid on their boards and choose
six multiples of 4 to write on it.
Working in pairs, they roll the
dice, work out that number of 4s,
and ring the answer if they have
it. The first one to ring all six
numbers wins.
Easier: Chn record hops of 4 on a
0-40 beaded line and record both
the multiplication and division
facts. They use the multiplication
facts to help them to play the
dice game.
 1-10 dice
 0-40 beaded
lines (see
resources)
Count on in nines along the counting stick,
slowly at first. What’s a quick way to add on 9?
Write the multiples of nine on Post-its™ and
stick them onto the counting stick. Repeat,
this time saying the multiplication facts, one 9
is nine, two 9s are 18, three 9s are 27…
Repeat occasionally stopping to ask: So how
many 9s are in 27? How many 9s are in 45?
Repeat, but first removing 18, 54 and 81.
Repeat, removing 27, 36 and 72.
Ask chn to hold up their hands facing towards
Group of 4-5 children
Together write the multiples of 9 on
the board as you put down the first,
then second, then third finger and so
on to show the multiple of nine as in the
whole class teaching. Ask chn to sketch
a 3 by 2 grid on their boards and
choose six of these numbers to write
on it. What are three 9s? If you have
the answer, ring it on your board. Ask
other multiplication facts until one
Give each pair a 1-10 dice. Chn roll
the dice and draw that number of
hops of 9 on a 0-100 beaded line
and write the corresponding
multiplications.
When they have all the possible
multiplications, they turn over
their work, sketch a 3 by 2 grid
on the other side and choose six
multiples of 9 to write on it.
Working in pairs, they roll the
 Counting stick
and Post-its™
 ITP Number
grid
 1-10 dice
 0-100 beaded
lines (see
resources)
© Original teaching sequence copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Y3 Maths TS10 – Sum – 3days
them, and count from left to right. Put down
your second finger. What are two 9s? What do
you notice about your fingers? Point that they
have one ‘finger’ (actually thumb) standing up
before the folded down finger, and eight
afterwards, 1 and 8 making the two digits of
18. Now fold down your third finger. This is
the answer to three 9s, can you see it? Repeat
using fingers to show four 9s, five 9s… ten 9s,
nine tens and no ones after the last folded
down finger (thumb in this case). Now ask 9x
table questions out of order, asking chn to use
their fingers to help them.
Launch the ITP Number grid, and use the
toggle to highlight multiples of 9. What do you
notice? Why do you think the 9s have this
pattern? What happens when you add nine to
numbers on this grid? What else do you notice
about the multiples of nine? Draw out that the
digits add to 9. This is a very special table!
What about 99 though? Discuss that the
digits add to 18, but then the digits in 18 add
to 9, and so 99 is still a multiple of 9. Work
with a partner to make up a really big multiple
of nine and write it on your whiteboards.
child has ringed all six numbers on
his/her board. If chn don’t know the
answer, encourage them to use their
fingers to help.
Repeat.
Easier: Give chn 0-100 beaded lines, ask
them to mark on hops of 9 labelling
where they land and use this to help
them to answer the questions.
Harder: After the first game, cover up
the multiples of 9 on the flipchart.
dice, work out that number of 9s,
check the answer on the back and
ring the answer if they have it
and they were correct. The first
one to ring all six numbers wins.
Harder: Chn draw their own
empty number lines.
© Original teaching sequence copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Y3 Maths TS10 – Sum – 3days