Times Tables (3, 4 and 8) — Year 3 Lesson Plan
National Curriculum: Mathematics — Multiplication and division: recall and use multiplication and division facts for the 3, 4, and 8 multiplication tables, Year 3
Overview
Pupils develop fluency in the 3, 4, and 8 times tables, exploring the relationship between them and connecting multiplication to repeated addition, arrays, and division. They practise recalling facts rapidly and begin to apply their knowledge to solve multiplication and division problems.
Learning Objectives
- Recall multiplication and division facts for the 3, 4, and 8 times tables.
- Identify the relationship between the 4 and 8 times tables (doubling).
- Use times table knowledge to solve missing-number problems.
- Apply multiplication facts to find related division facts.
Key Vocabulary
Suggested Lesson Structure
Skip-count in 3s, then 4s, then 8s using a number line or hundred square. Ask: what do you notice? Pupils identify that 8 is double 4.
Build the 3 times table using arrays and repeated addition. Introduce the 4 times table, then show 8 = 4 × 2 (each 8-times-table fact is double the 4-times-table fact). Model using known multiplication facts to derive related division facts.
Pupils complete a multiplication grid for 3, 4, and 8. Then answer a set of related division facts. Focus: 'If 4 × 6 = 24, what is 24 ÷ 4? 24 ÷ 6? 8 × 6?'
Mixed recall activity: pupils answer a timed set of 3s, 4s, and 8s facts in any order. Then apply facts to solve two word problems.
Beat the teacher: teacher deliberately gives a wrong times table answer. Pupils correct it and explain. Reinforce the 4s/8s doubling relationship.
Common Misconceptions
- Pupils often mix up the 3 and 6 times tables when working quickly — focus on distinct multiples.
- Forgetting that division facts come in pairs with multiplication: 3 × 7 = 21 means both 21 ÷ 3 = 7 and 21 ÷ 7 = 3.
Prior Knowledge
Pupils should already be able to:
- Fluency in 2, 5, and 10 times tables from Year 2.
- Understanding of multiplication as repeated addition.
- Familiarity with arrays.
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