Multiplication and Division Revision of 2x, 5x and 10x tables: x and ÷ Objectives Day 1 Revise the 5x times table, including division facts. Understand commutativity. Day 2 Revise the 2x times table, focusing on division facts. Understand the inverse relation between division and multiplication. Day 3 Revise and know the 2x, 5x and 10x times tables, including division facts. Understand the language of multiples of a number, e.g. multiples of 10. Before teaching, be aware that: On each day children will need whiteboards and pens. On Day 1 you will need a bead string. On Day 2 you can also use the Number Grid ITP for modelling multiples. Year 3

Multiplication and Division Revision of 2x, 5x and 10x tables: x and ÷ Starters Suggested for Day 1 Count in 5s and 10s to at least 100 (simmering skills) Day 2 Count in 2s (pre-requisite skills) Day 3 2, 5 and 10 times tables (pre-requisite skills) Choose starters that suit your class by dragging and dropping the relevant slide or slides below to the start of the teaching for each day. Year 3

Multiplication and Division Revision of 2x, 5x and 10x tables: x and ÷ Starter Count in 5s and 10s to at least 100 Simmering skills – to use this starter, drag this slide to the start of Day 1 Ask a child to suggest an action (e.g. jump, hop, wave arms) and repeat this action as you chant a count up and down in 10s to at least 100. Don’t always start at 10. Repeat, this time counting in 5s. Year 3

Multiplication and Division Revision of 2x, 5x and 10x tables: x and ÷ Starter Count in 2s Pre-requisite skills – to use this starter, drag this slide to the start of Day 2 Ask a child to suggest a move (e.g. jump, hop, wave arms) and repeat this move as you chant a count up and down in 2s to at least 100. Don’t always start at 2. Ask children if they’ve been counting odd or even numbers and discuss what this means; an even number can be split into 2 whole numbers Year 3

Multiplication and Division Revision of 2x, 5x and 10x tables: x and ÷ Starter 2, 5 and 10 times tables Pre-requisite skills – to use this starter, drag this slide to the start of Day 3 Play Times Table Bingo. Children write down 6 multiples of 2, 5 or 10. Call out multiplication sentences and children cross off the answer if it is on their board. The first child to cross off all their numbers is the winner. Repeat but this time children choose 6 numbers from 1 to 12, and you call out division for 2, 5 and 10 times tables. Year 3

Multiplication and Division Revision of 2x, 5x and 10x tables: x and ÷ Objectives Day 1 Revise the 5x times table, including division facts. Understand commutativity. Year 3

We haven’t learnt our 7s yet…. 5 multiplied by 7 or 5 lots of 7 Day 1: Revise the 5x times table, including division facts. Understand commutativity. 5 × 7 We haven’t learnt our 7s yet…. But we know our 5s! 5 multiplied by 7 or 5 lots of 7 What do you notice about 7 lots of 5 and 5 lots of 7? Let’s count seven 5s. 5 5 5 5 5 5 5 7 7 7 7 7 Now five 7s. Year 3

Let’s check with this array. Day 1: Revise the 5x times table, including division facts. Understand commutativity. 5 Let’s check with this array. 10 15 We can count down the rows in 5s to find the total number of counters. 20 25 30 Or across the columns in 7s. 35 7 14 21 28 35 7 × 5 = 5 × 7 Year 3

We can rotate the array. 7 rows of 5 5 rows of 7 Day 1: Revise the 5x times table, including division facts. Understand commutativity. We can rotate the array. 7 rows of 5 5 rows of 7 Both have 35 counters! Year 3

There are 5 groups of 7 or 7 groups of 5. 7 × 5 = ? 5 × 7 = ? Day 1: Revise the 5x times table, including division facts. Understand commutativity. There are 5 groups of 7 or 7 groups of 5. 7 × 5 = ? 5 × 7 = ? 35 ÷ 7 = ? 35 ÷ 5 = ? Can you write four multiplication and division sentences for the array? Year 3

Day 1: Revise the 5x times table, including division facts Day 1: Revise the 5x times table, including division facts. Understand commutativity. Can you write four multiplication and division sentences for this array? 10 × 4 = ? 4 × 10 = ? 40 ÷ 10 = ? 40 ÷ 4 = ? Children can now go on to do differentiated GROUP ACTIVITIES. You can find Hamilton’s group activities in this unit’s TEACHING AND GROUP ACTIVITIES download. WT: Use counters to make arrays and write number sentences. ARE: Use arrays (see resources), stick in book and write 4 sentences for each. GD: As ARE plus extension. Year 3

Day 1: Revise the 5x times table, including division facts Day 1: Revise the 5x times table, including division facts. Understand commutativity. The Practice Sheet on this slide is suitable for most children. Differentiated PRACTICE WORKSHEETS are available on Hamilton’s website in this unit’s PROCEDURAL FLUENCY box. WT: 5x and 10x tables, Sheet 1. ARE: Multiplying and dividing by 5, Sheet 2, bronze and silver numbers. GD: Multiplying and dividing by 5, Sheet 2, silver and gold numbers. . Challenge Challenge Year 3

Multiplication and Division Revision of 2x, 5x and 10x tables: x and ÷ Objectives Day 2 Revise the 2x times table, focusing on division facts. Understand the inverse relation between division and multiplication. Year 3

Let’s count on the bead line in 2s. Day 2: Revise the 2x times table, focusing on division facts. Understand the inverse relation between division and multiplication. Let’s count on the bead line in 2s. How many 2s in 16? 16 ÷ 2 = 8 How many 2s in 24? How many 2s in 30? 30 ÷ 2 = 15 Write a number sentence to show that. How many 2s in 36? 24 ÷ 2 = 12 36 ÷ 2 = 18 Year 3

If we continued on in 2s will Day 2: Revise the 2x times table, focusing on division facts. Understand the inverse relation between division and multiplication. Let’s count in 2s to 50. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 What do you notice? If we continued on in 2s will 94 or 97 will be highlighted? All the numbers highlighted are multiples of 2. Let’s see! Year 3

On your whiteboards write some Day 2: Revise the 2x times table, focusing on division facts. Understand the inverse relation between division and multiplication. Work in pairs. On your whiteboards write some multiples of 2. Can you write some even larger than 100? How about 102? 124? 180? Any larger than that? Today would be a great day to use a problem-solving investigation – Make the Multiple – as the group activity, which you can find in this unit’s IN-DEPTH INVESTIGATION box on Hamilton’s website. Alternatively, children can now go on to do differentiated GROUP ACTIVITIES. You can find Hamilton’s group activities in this unit’s TEACHING AND GROUP ACTIVITIES download. WT: Working on beaded lines writing number sentences for facts about multiples of 2 (with support). ARE: Working on beaded lines writing number sentences for facts about multiples of 2. GD: Dividing numbers by 2, including remainders. Year 3

Day 2: Revise the 2x times table, focusing on division facts Day 2: Revise the 2x times table, focusing on division facts. Understand the inverse relation between division and multiplication. The Practice Sheet on this slide is suitable for most children. Differentiated PRACTICE WORKSHEETS are available on Hamilton’s website in this unit’s PROCEDURAL FLUENCY box. WT: 2x tables (division), Sheet 1. Complete odd numbers in the first set, using counters and number lines. Then have a go at the lower half. ARE: 2x tables (division), Sheet 1. Complete all 10 then the lower half. GD: 2x tables (division), Sheet 1. As ARE, then the Challenge. . Challenge Challenge Year 3

Multiplication and Division Revision of 2x, 5x and 10x tables: x and ÷ Objectives Day 3 Revise and know the 2x, 5x and 10x times tables, including division facts. Understand the language of multiples of a number, e.g. multiples of 10. Year 3

Is 35 a multiple of 2, 5 or 10? How do you know? Day 3: Revise and know the 2x, 5x and 10x times tables, including division facts. Understand the language of multiples of a number, e.g. multiples of 10. 35 24 42 95 Multiples of 5 Multiples of 2 46 50 102 105 120 125 35 Is 35 a multiple of 2, 5 or 10? How do you know? Let’s put it on the diagram. Multiples of 10 Year 3

Is 24 a multiple of 2, 5 or 10? How do you know? Day 3: Revise and know the 2x, 5x and 10x times tables, including division facts. Understand the language of multiples of a number, e.g. multiples of 10. 24 42 95 Multiples of 5 Multiples of 2 46 50 102 105 120 125 24 35 Is 24 a multiple of 2, 5 or 10? How do you know? Let’s put it on the diagram. Multiples of 10 Year 3

Is 50 a multiple of 2, 5 or 10? How do you know? Day 3: Revise and know the 2x, 5x and 10x times tables, including division facts. Understand the language of multiples of a number, e.g. multiples of 10. 42 95 Multiples of 5 Multiples of 2 46 50 102 105 120 125 24 35 Is 50 a multiple of 2, 5 or 10? How do you know? 50 It’s a multiple of all three! Let’s put it on the diagram. Multiples of 10 Year 3

Where do you think the other numbers Day 3: Revise and know the 2x, 5x and 10x times tables, including division facts. Understand the language of multiples of a number, e.g. multiples of 10. 42 95 Multiples of 5 Multiples of 2 46 102 42 95 105 120 125 46 24 35 125 102 Where do you think the other numbers will go? 105 50 120 Let’s see… Multiples of 10 Year 3

Can you think of another multiple of 2 bigger than 100? Day 3: Revise and know the 2x, 5x and 10x times tables, including division facts. Understand the language of multiples of a number, e.g. multiples of 10. Multiples of 5 Multiples of 2 Can you think of another multiple of 2 bigger than 100? 42 95 46 24 35 125 102 105 50 120 Can you think of some multiples of 5 and 10 bigger than 100? Children can now go on to do differentiated GROUP ACTIVITIES. You can find Hamilton’s group activities in this unit’s TEACHING AND GROUP ACTIVITIES download. WT: Dice game on 100 grid. ARE: Dice game on 100 grid. GD: Play the same game on a 101 – 200 grid. Multiples of 10 Year 3

Day 3: Revise and know the 2x, 5x and 10x times tables, including division facts. Understand the language of multiples of a number, e.g. multiples of 10. Challenge Challenge The Practice Sheet on this slide is suitable for most children. Differentiated PRACTICE WORKSHEETS are available on Hamilton’s website in this unit’s PROCEDURAL FLUENCY box. WT: Multiples of 2, 5 and 10, Sheet 1. ARE: Multiples of 2, 5 and 10, Sheet 1. GD: Multiples of 2, 5 and 10, Sheet 2. . Year 3

Multiplication and Division Revision of 2x, 5x and 10x tables: x and ÷ Well Done! You’ve completed this unit. Objectives Day 1 Revise the 5x times table, including division facts. Understand commutativity. Day 2 Revise the 2x times table, focusing on division facts. Understand the inverse relation between division and multiplication. Day 3 Revise and know the 2x, 5x and 10x times tables, including division facts. Understand the language of multiples of a number, e.g. multiples of 10. You can now use the Mastery: Reasoning and Problem-Solving questions to assess children’s success across this unit. Go to the next slide. Year 3

Multiplication and Division Unit 1   Problem solving and reasoning questions Write 4 number sentences to relate these 3 numbers: 5, 7 and 35. We know 8 x 5 = 40 So, what is 40 ÷ 5? We know 24 ÷ 2 = 12 So, what is 12 x 2? Write a division with an answer of 5. Now write a different division using those same 3 numbers. Explain in one sentence why you might prefer to do 5 x 9 as 9 lots of 5. Year 3

Problem solving and reasoning: Answers    Write 4 number sentences to relate these 3 numbers: 5, 7 and 35. 5 × 7 = 35, 7 × 5 = 35, 35 ÷ 5 = 7, 35 ÷ 7 = 5.   We know 8 x 5 = 40. So, what is 40 ÷ 5? 8 We know 24 ÷ 2 = 12. So, what is 12 x 2? 24 Write a division with an answer of 5. Now write a different division using those same 3 numbers. e.g. 30 ÷ 6 = 5, 30 ÷ 5 = 6. 15 ÷ 3 = 5, 15 ÷ 5 = 3. Explain in one sentence why you might prefer to do 5 x 9 as 9 lots of 5. The 5 times table is usually considered easier to remember (since all answers end in 5 or 0) and counting in 5s is easier than counting in 9s. However, once the number fact has been remembered, they are equally easy! Year 3