Year 3

We know our tables for 2, 3, 4, 5, 6 and 10.
We can use our knowledge of doubling to multiply numbers by 4 and 8.

Year 3 Unit 10

What we are learning:

• Quick recall of multiplication facts is an essential skill for mental and written calculation.
• Recall of division facts is as equally important as the recall of multiplication facts.
• Just reciting the multiples of a times-table (i.e. 3,6,9,12…27,30) will not be as beneficial as saying the whole number sentence aloud “1×3=3, 2×3=6
  ….10×3=30” in terms of committing the number facts to memory.
• It is best to learn multiplication and division facts together.
• The speed at which children (and adults) recall multiplication and division facts will improve with regular practice.
• Children sometimes say that they are “good at doubling” but then say “I don’t know my two times-table” as they have not made a link between the two skills.

ACTIVITY 1: USING COINS TO PRACTICE TIMES TABLES

ACTIVITY 2: TIMES TABLE GRID

ACTIVITY SHEETS

Downloads:

Activity sheet: Times Table Grid PDF

ACTIVITY 3: DOUBLE, DOUBLE AND DOUBLE AGAIN

Activities you can do at home:

Use a pile of 2p coins to support your child to learn/practice their two times-table. As they say a number fact “1×2=2” they should take a 2p coin and drop it into a metal container. The movement of the coin and the sound as it is hits the metal will add to the multi-sensory effect and aid learning. You could try this with 5p coins for the five times-table and 10p coins for the ten times-table.

Use the “Times-Table Grid” and three different coloured pens. With one colour your child should fill in all of the times-tables facts they can recall quickly. With a second colour they should fill in all of the times-tables facts they can then work out (i.e. if they have written 5×3=15, can they work out 6×3 from this known fact?). With the final colour they should work with you to write in the remaining facts – these are the facts they need to prioritise for learning.

Practise doubling regularly. Tell your child a number between 1 and 10 and give them time to double it. Let your child use fingers for doubling 1 to 5, and let them draw a picture if necessary (see unit 6) for working out doubles of 6 to 10. Over time they will become less reliant on fingers and drawings and will have committed their doubles facts to memory.
As your child becomes quick at doubling use the “Double, Double and Double Again” sheet to demonstrate a good method for multiplying by 4 and 8. Ask your child to explain what they are doing.

Good questions to ask:

Vary the way you ask tables questions:
What is four times five?
What are four fives?
How many fours are there in twenty?
How many fives are there in twenty?
Four times something is twenty – what is the ‘something’?
How can you make the answer twenty from a multiplication? (There may be different ways depending on the number you choose)

If your child:

Can say a whole table through but cannot remember individual multiplication or division facts quickly.
Practise with an individual table that your child finds difficult until they master it. Start with the table in order and then begin to mix up your questions. Begin with multiplication questions only, then division questions only before mixing them. Don’t worry if this takes time – just keep at it!