# Teaching for mastery in primary maths

Year 3
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
Autumn
Autumn
Spring
Summer
All Topics

## 3s, 4s, 8s, 50s and 100s

• Year group: Year 3
• Term: Autumn
• Topic: Times tables and skip counting
• Duration: 4 weeks
• Keystage: KS2
• Age Range: 7 to 8 yrs
• Unit can be taught out of sequence: N
• Week Range: 9 - 12

In this chapter, pupils learn the 3, 4, 8, 50 and 100 times tables.

Pupils represent the 3, 4 and 8 times tables in a variety of ways, including through the use of equal grouping, arrays and number lines. They skip-count in 3s, 4s and 8s from 0. They also count forwards and backwards in 50s and 100s from any number and connect this with their knowledge of place value.

To ensure confident recall, pupils practise these tables regularly. They develop an understanding of the meaning of multiplication and division, using structures such as repeated addition and stretching for multiplication.

Once their understanding is secure, pupils use times tables facts to derive a variety of other multiplication and division facts. They use language such as “multiply”, “times” and “product” to communicate them.

## Resources for this topic

### White Rose Maths

#### Three Times Table

This worksheet is part of our November resources competition. The worksheet checks understanding of the 3 times table in numerous different ways,

Remember to submit your own resource for your chance to win a prize in our November resource competition. More details can be found here.

http://whiterosemathshub.co.uk/wrmhtescomp/

#### Reasoning - Problem Solving - Number Puzzles (KS1) and Shape Problems (KS2) - March 14th

Here are two problems for KS1 and two for KS2.

In KS1 children have to solve two number puzzles. The first one involves simple operations. The second problem involves fractions. Although the second problem seems quite simple it will tease out lots of misconceptions.

At KS2 children have to reason and problem solve with two shape problems. The first one involves working out the length of a square given the area and the second problem requires a little bar modelling, algebra or trialand error.

Every day in March the White Rose Maths Hub is aiming to put out a question of the day.

Tweet us @WRMathsHub a picture of your children's answers for a chance to win a prize. We had nearly 50 entries last week.

### Mathematics Mastery

#### Times tables and skip counting

Mathematical discussion is a key element of the Mathematics Mastery programme.

Talk Tasks are a brilliant way of enabling pupils to develop their mathematical language, thinking, understanding and confidence.

This activity explores the concept of times tables and skip counting(3,4,8,50 and 100).

• Talk tasks are best completed in mixed attainment pairs, with pupils taking turns to listen and construct arguments
• Emphasis is on discussion rather than the solution, encouraging pupils to use key language and talk in full sentences
• Ask pupils to prove their answers in a variety of ways, using the CPA approach to support mathematical understanding and number sense

Like what you see? Mathematics Mastery is a professional development programme for teachers with a mission to transform mathematics education in the UK.

This task is just a taster of the complete classroom resources we offer. We also provide in-depth development training, online CPD, specialist support and assessment tools.

We believe all elements of our programme are vital in creating lasting change – enabling every child to enjoy and succeed in mathematics.

Want to find out more? Check out our free resources and blogs or join an information session.

#### Times tables and skip counting (3, 4, 8, 50 and 100)

Enabling pupils to develop their mathematical reasoning skills through independent work is a key element of the Mathematics Mastery programme.

This activity explores the concept of times tables and skip counting (3, 4, 8, 50 and 100)

• Pupils should complete these tasks using concrete manipulatives as part of the CPA approach
• Pupils should be encouraged to explain their working in full sentences
• These tasks may be adapted with pupils working in pairs to encourage mathematical discussion

Like what you see? Mathematics Mastery is a professional development programme for teachers with a mission to transform mathematics education in the UK.

This task is just a taster of the complete classroom resources we offer. We also provide in-depth development training, online CPD, specialist support and assessment tools.

We believe all elements of our programme are vital in creating lasting change – enabling every child to enjoy and succeed in mathematics.

Want to find out more? Check out our free resources and blogs or join an information session.

#### Times tables and skip counting

Deepening pupils’ understanding of key mathematical ideas is a core element of the Mathematics Mastery programme.

Our Key Constructs highlight the essential mathematical concepts all pupils are expected to grasp within each year group, with accompanying guidance for assessing pupil progress.

Our Key Constructs are closely aligned to the National Curriculum’s objectives. We know these can be tricky to evidence, so we’ve included an example task for each concept, as well as ideas to support slower-graspers and depth tasks to challenge higher-attaining pupils.

• Pupils should work through the tasks independently
• Teachers should incorporate the CPA approach to support pupils’ learning
• Opportunities for depth and scaffolding are built into each task

Like what you see?

Mathematics Mastery is a professional development programme for teachers with a mission to transform mathematics education in the UK.

This task is just a taster of the complete classroom resources we offer. We also provide in-depth development training, online CPD, specialist support and assessment tools.

We believe all elements of our programme are vital in creating lasting change – enabling every child to enjoy and succeed in mathematics.

Want to find out more? Check out our free resources and blogs or join an information session.

#### 3, 4, 8, 50 and 100

Enabling pupils to develop their mathematical reasoning skills through independent work is a key element of the Mathematics Mastery programme.

This activity explores the concept of 3, 4, 8, 50 and 100

• Pupils should complete these tasks using concrete manipulatives as part of the CPA approach
• Pupils should be encouraged to explain their working in full sentences
• These tasks may be adapted with pupils working in pairs to encourage mathematical discussion

Like what you see? Mathematics Mastery is a professional development programme for teachers with a mission to transform mathematics education in the UK.

This task is just a taster of the complete classroom resources we offer. We also provide in-depth development training, online CPD, specialist support and assessment tools.

We believe all elements of our programme are vital in creating lasting change – enabling every child to enjoy and succeed in mathematics.

Want to find out more? Check out our free resources and blogs or join an information session.

#### 3,4,8,50 and 100

Mathematical discussion is a key element of the Mathematics Mastery programme.

Talk Tasks are a brilliant way of enabling pupils to develop their mathematical language, thinking, understanding and confidence.

This activity explores the concept of 3,4,8,50 and 100.

• Talk tasks are best completed in mixed attainment pairs, with pupils taking turns to listen and construct arguments
• Emphasis is on discussion rather than the solution, encouraging pupils to use key language and talk in full sentences
• Ask pupils to prove their answers in a variety of ways, using the CPA approach to support mathematical understanding and number sense

Like what you see? Mathematics Mastery is a professional development programme for teachers with a mission to transform mathematics education in the UK.

This task is just a taster of the complete classroom resources we offer. We also provide in-depth development training, online CPD, specialist support and assessment tools.

We believe all elements of our programme are vital in creating lasting change – enabling every child to enjoy and succeed in mathematics.

Want to find out more? Check out our free resources and blogs or join an information session.

#### 3, 4, 8, 50 and 100

Mathematical discussion is a key element of the Mathematics Mastery programme.

Talk Tasks are a brilliant way of enabling pupils to develop their mathematical language, thinking, understanding and confidence.

This activity explores the concept of 3, 4, 8, 50 and 100

• Talk tasks are best completed in mixed attainment pairs, with pupils taking turns to listen and construct arguments
• Emphasis is on discussion rather than the solution, encouraging pupils to use key language and talk in full sentences
• Ask pupils to prove their answers in a variety of ways, using the CPA approach to support mathematical understanding and number sense

Like what you see?

Mathematics Mastery is a professional development programme for teachers with a mission to transform mathematics education in the UK.

This task is just a taster of the complete classroom resources we offer. We also provide in-depth development training, online CPD, specialist support and assessment tools.

We believe all elements of our programme are vital in creating lasting change – enabling every child to enjoy and succeed in mathematics.

Want to find out more? Check out our free resources and blogs or join an information session.

### Resources shared by teachers

#### Year 3 - Multiplication and Division - Weeks 9 to 11

This bundle of resources covers Year 3 multiplication and division for weeks 9 to 11 of the autumn term. The resources support a mastery approach to teaching mathematics. CPA (Concrete-Pictorial-Abstract) is promoted throughout therefore ensuring you have appropriate concrete resources in your classroom is recommended to make full use of the packs.

The bundle contains 3 packs, one for each week. Each pack contains 5 resources, one for each day, however you can use them in whatever way best suits your class.

Enjoy. Your feedback is very welcome.

#### Year 3 – Multiplication and Division – Week 9 –equal groups, multiplying by 3 and dividing by 3

This pack of resources covers Year 3 multiplication and division for week 9 of the autumn term. The resources support a mastery approach to teaching mathematics. CPA (Concrete-Pictorial-Abstract) is promoted throughout therefore ensuring you have appropriate concrete resources in your classroom is recommended to make full use of the packs.

Week 9 includes worksheets and activities on:
- Multiplication – equal groups
- Multiplying by 3
- Dividing by 3
- The 3 times-table

I hope you find the resources useful. Feedback is very welcome.

#### Year 3 – Multiplication and Division – Week 10 – Multiplying by 4, dividing by 4 and 4 times-table

This pack of resources covers Year 3 multiplication and division for week 10 of the autumn term. The resources support a mastery approach to teaching mathematics. CPA (Concrete-Pictorial-Abstract) is promoted throughout therefore ensuring you have appropriate concrete resources in your classroom is recommended to make full use of the packs.

Week 10 includes worksheets and activities on:
- Multiplying by 4
- Dividing by 4
- The 4 times-table

I hope you find the resources useful. Feedback is very welcome.

#### Year 3 – Multiplication and Division – Week 11 – Multiplying by 8, dividing by 8 & the 8 times-table

This pack of resources covers Year 3 multiplication and division for week 11 of the autumn term. The resources support a mastery approach to teaching mathematics. CPA (Concrete-Pictorial-Abstract) is promoted throughout therefore ensuring you have appropriate concrete resources in your classroom is recommended to make full use of the packs.

Week 11 includes worksheets and activities on:
- Multiplying by 8
- Dividing by 8
- The 8 times-table

I hope you find the resources useful. Feedback is very welcome.

#### Race around the clock times tables

A worksheet that can be used to test times tables. The children write whatever times table they are doing (4x, 8x etc) in the star in the middle of the sheet and times the number on the outside of the track by that number. They then write the answers of the times table in the boxes in the inside of the track. Lower ability children can be asked to +2, +4 etc to the number on the outside of the track instead of completing times tables. Give children 2 or 3 minutes to complete the race. Photocopy back to back and ask higher ability children to complete both sides. I made this worksheet during a teaching practice with Year 3 - it works well.

#### Maths New Curriculum 2014 Times tables

This is a powerpoint to include x11 and x12 in line with the new curriculum. It can work as a revision aid or can be printed out and laminated for a wall display. There are challenge cards at the end and different strategies to help pupils learn their tables.

#### Times Tables Tests

I’ve just put these together as I wanted some quick tables tests which would test multiplication, division and a problem for each table. There are two versions for each table and each child will have to complete it correctly in a set time (to be determined) to show that they “know” that table. Topics also include: using and applying number; multi-step problem.