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National Curriculum: Multiplication and Division - Year 3 - Exemplification


Created on 15 October 2013 by ncetm_administrator
Updated on 10 March 2014 by ncetm_administrator
 

Exemplification

Examples of what children should be able to do, in relation to each (boxed) Programme of Study statement

recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables
  • multiply seven by three; what is four multiplied by nine? Etc.
  • Circle three numbers that add to make a multiple of 4

    11 12 13 14 15 16 17 18 19
     
  • Leila puts 4 seeds in each of her pots. She uses 6 pots and has 1 seed left over. How many seeds did she start with?
  • At Christmas, there are 49 chocolates in a tin and Tim shares them between himself and 7 other members of the family. How many chocolates will each person get?
write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including for two-digit numbers times one-digit numbers, using mental and progressing to formal written methods
  • One orange costs nineteen pence. How much will three oranges cost?
  • Mark drives 19 miles to work every day and 19 miles back. He does this on Mondays, Tuesdays, Wednesdays, Thursdays and Fridays. How many miles does he travel to work and back in one week?
solve problems, including missing number problems, involving multiplication and division, including positive integer scaling problems and correspondence problems in which n objects are connected to m objects

Miss West needs 28 paper cups. She has to buy them in packs of 6

How many packs does she have to buy?

 

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Comments

 


18 November 2016 11:01
Could anyone confirm - is it a 2014 curriculum requirement that Year 3 children learn short division with remainders? I have it as an objective, but I can't seem to find it anywhere here. I am hoping it is in fact not a Year 3 objective!
By ciaramoll
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21 January 2016 19:47
Hi - could you advise which formal written methods should be used for multiplication and division in Year 3? Thanks
By hanraines8
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18 November 2015 14:35
The Bar Model resource can be found at: https://www.ncetm.org.uk/resources/44565 Please read through the pages in the linked article to discover how it is used in Addition and Subtraction, Multiplication, Division, Fractions, and Ratio
18 November 2015 14:28
Hi, This discussion is very interesting - could you tell me where to find the bar model resource you're referring to?
By nicola31
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08 March 2015 09:20
Hi - am planning problem solving for my Y3 class and am looking at the sort of problem where teddy has a t-shirt and shorts - they can be x different colours - how many possibilities are there for the outfit? I wanted to be clear in my own head as to what sort of problem this is - is it a correspondence problem? Many thanks.
28 August 2014 15:45
That's great thank you Debbie for the quick response - helped to clarify it for me. I'll also revisit the Bar Model.
By RogerHall
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28 August 2014 13:08
The example given in the curriculum is: (for example, 3 hats and 4 coats, how many different outfits?; 12 sweets shared equally between 4 children; 4 cakes shared equally between 8 children).

Other things to think about is how multiplication can be thought of in 2 key ways, repeated addition and scaling. The scaling aspect is the one that is often paid least attention to but is very important in understanding the concept of multiplication, so problems like Sally's ribbon is three time as long as Ann's, if Ann's ribbon is 8cm, how long is Sally's? So any problems that involve the languag of times, three times as many three times of long are "scaling problems" and positive integer scaling problems if the numbers are whole numbers (integers) and positive numbers (that is not negative)

In terms of correspondance we do a great deal in the Early Years on one to one correspondance, but of equal importance is many to one correspondance where one unit (object) can have a value of something other than one. This again, lies at the heart of multiplicative reasoning. This arises early in the curriculum, for example in money where one coin has a value of 2p and so 3 of those coins (objects) have a value of 6 (a multiplicative factor of 2 is applied to the 3 objects, or the 3 objects as a whole). Another key area where it applies is in the concept of ratio so for example Sam and Tom share stickers in the rato of 1:3, so for every 1 sticker that Sam has, Tom has 3, overall Tom has 3 times as many. I recommend that you look at the Bar Model resource, there are several examples and discussion on many to one correspondance.
26 August 2014 11:32
Hi, could you please explain a bit more about "positive integer scaling problems and correspondence problems in which n objects are connected to m objects" to make it easier to understand - maybe a couple more examples?
By RogerHall
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