Year 3

We can use our tables for 2, 3, 4, 5, 6 and 10 to work out division facts.
We can explain why numbers are multiples of 2, 5, or 10.

Year 3 Unit 13

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.
• The definition of a multiple is “the result of multiplying by a whole number.” The multiples of 5 are 5,10,15,20 … 50, 55, 60…These are the results of 5 being multiplied by different whole numbers.
• Multiples of 10 always have 0 units, multiples of 5 either have 5 units or 0 units, multiples of 2 either have 2,4 6,8 or 0 units (even numbers).

ACTIVITY 1: DIVIDE AND RULE

Activities you can do at home:

Read out the questions on “Divide and Rule” initially just focusing on one times-table (i.e.x10). Read out each of the numbers in the x10 box
i.e. You say 90 then say ÷ 10
You say 30 then say ÷ 10
Your child will demonstrate their answer by holding up the correct number of fingers.
Make this practice harder by giving less time for each answer or by jumbling up the times-tables!
Look together at a completed “Times-Table Grid” from Unit 10. Look for patterns in the 2, 5 and 10 times tables. Explain what you can see, and how you would know if a whole number is a multiple of 2, 5 or 10. See Unit 5

Good questions to ask:

Is 34 a multiple of 5? How do you know?
What is the nearest multiple of 5 to 38?
How do we know if a number is a multiple of 10?
What do all multiples of 2 have in common? (They are all even numbers)

If your child:

Needs to build further speed and confidence in tables recall
Practise individual tables for speed (with multiplication and division facts mixed up). Once they are confident add further tables.
Frequency of practice is better than long sessions once in a while.
Continue to practise tables through the year if your child benefits from it.