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Maths Year 4 Weekly Plan: Summer
Week 2: TS3 Multiplication/division facts ~ TS4 Ratio & proportion
Objectives: Revise multiplication facts for 2, 3, 4, 5, 6, 9 and 10 times tables, and learn corresponding division facts, Begin to learn multiplication facts for the 8 times table,
Look at patterns, investigate general statements, Multiply single-digits by 2 to 10, and divide by the same including remainders, Use knowledge of the multiplication to begin to
understand simple ideas of ratio and proportion
Week 2 Tuesday
Week 2 Monday
Starters
3 and 6 times tables
Ask chn to record the 3
times table in vertical
column, and then double
these numbers to
generate the 6 times
table. Ask 6 times tables
questions, asking chn to
use digit cards to show
the answers. Rpt, this
time asking chn to turn
their papers over.
4 and 8 times tables
Throw a bean bag to a
child, saying a number to
10 who multiplies that
number by 4. If correct
they throw it back.
Throw the bean bag to a
different child saying a
different number to 10,
and so on. Try and build
up some speed.
Ask chn to record the
multiples of 4 and double
them to give the
multiples of 8. Chant the
8 times table together.
Whole class teaching
Guided group and independent paired/indiv practice activities
Remind chn how we can revise our times tables facts:
The 2x, 5x and 10x tables we know from our infant days!
The 9x table we can do on our fingers and all multiples
of 9 have digits which add to 9. We know our 3x table!
We can double the 2x table to get the 4x for any facts
we forget, we can double the 3x table to get the 6x
table. Work with a partner to write as many
multiplications with 24 as an answer and divisions
starting with this number as you can on your w/bs. Take
feedback: 8 × 3 = 24, 3 × 8 = 24, 2 × 12 = 24, 12 × 2 = 24,
24 ÷ 3 = 8, 24 ÷ 8 = 3, 24 ÷ 2 = 12, 24 ÷ 12 = 2. Rpt with
20, 40 and 48.
Launch the Number grid ITP and use the toggle to
highlight multiples of 8. What pattern do you notice?
Talk to your partner. Draw out how each number is 2
before the number below the previous multiple of 8 as we
can add 8 by adding 10 and subtracting 2 and that the
numbers end in 0, 2, 4, 6, or 8. What does that tell us
about the multiples of 8? Does that surprise you? Write
8, 16, 24… 80 on Post-its™ and attach to the counting
stick. Count along the counting stick. Rpt after removing
8, 24, 48 and 72. Point to where 24 should be. What
number goes here? Point to 48 and rpt. Ask questions
such as: What are five 8s? Four 8s? How did you work
this out? Remember that five 8s will give the same
answer as eight 5s! Five 8s is also ½ of ten 8s. We can
use our other tables facts to help us work out multiples
of 8, and as we haven’t learned our 7 times tables yet,
seven 8s is perhaps the hardest fact to learn. But there
is a trick to help us! Write 56 = 7 × 8 on the board. Look
5, 6, 7 8!
Outcomes
Easy/Medium/Hard
Chn are given certain multiples to place on a grid (see resources). For
some (e.g. 20) there will be several possible positions. They try and place
them so that they make as many lines of 4 as possible.
Easy: Chn write the numbers in as many places as possible on the grid. TD
Plenary
Chn sketch a 3 by 2 grid on their w/bs and choose 6 numbers from 1 to
10 to write in it, one in each section. Call out questions such as: How many
6s are in 18? How many 6s are in 54? If chn aren’t sure, remind them how
they can count up in 6s, keeping track on their fingers. Chn ring the
answer if they have it; 1st to ring all 6 numbers wins.
Chn can:
1. Know ×
facts for
the 2, 3,
4 , 5, 6, 9
and 10
times
tables
Easy/Medium/Hard
Give each pair a 1-10 dice. Chn roll the dice and draw that number of
hops of 8 on an ENL and write the corresponding multiplication. When
they have all the possible multiplications, they turn the ENL over, and
sketch a 3 by 2 grid on their w/bs and choose 6 multiples of 8 to write
on it. Working in pairs, they roll the dice, work out that number of 8s,
and ring the answer if they have it. They turn the ENL over to check. 1st
to ring all 6 numbers.
Easy: Work with chn to help them to double numbers in the 3 times
table to get numbers in the 6 times table, they then play the game as
above with hops of 6. TD
Hard: When chn record hops of 8, they record both the × and ÷ facts.
Plenary
Ask chn to record the multiplication facts for the 4 times table, and by
the side the 8 times table. What do you notice? Draw out how can we
can double the 4 times table to get the facts for the 8 times table.
Why do you think this is? So if you struggle to remember what six 8s
are, double six 4s! How could we use what we have here to get the 12
times table? Ask chn to add the multiples of 4 and 8 to make multiples
of 12.
Chn can:
1. Begin to
learn the
8 times
table
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
MATHS Y4 Week 2 TS3 & TS4 Summer
Week 2 Thursday
Week 2 Wednesday
Maths Year 4 Weekly Plan: Summer
Week 2: TS3 Multiplication/division facts ~ TS4 Ratio & proportion
Starters
Whole class teaching
8x table
Stick multiples of
8 on Post-its to a
counting stick.
Say the 8× table
as you point to
each Post-it.
Remove 8, 36, 48
and 72 and rpt.
Point to the empty
places. What
number goes here?
Remove all
numbers bar 8, 40
and 80 and rpt.
Launch the ITP spinners. Choose 2 hexagonal spinners.
If any digit appears twice on a spinner, click to change
it. Spin both and ask chn to multiply the numbers
together. They respond by quickly holding up digit cards
to show the answer. The spinners showed 4 and 7. How
did you work it out? Seven 4s or four 7s? Why? Rpt.
Now click to choose numbers 3, 4, 5, 6, 8 and 9 on the
1st spinner and numbers 0, 1, 2, 3, 4, 5 on the 2nd. Spin
the spinners. Work with a partner to think of a division
by 3, which will give a remainder of 2. Write the
division sentence. Take feedback, and discuss how chn
work them out. Rpt. When the number on the 2nd
spinner is bigger, discuss this before spinning the 2nd
spinner again, e.g. This time we are dividing by 4 but are
asked for a remainder of 5. Is this possible? Why not?
Recognise
multiples
Draw a grid
of multiples
(see
resources)
on the
board.
How many
multiples of
5 can you
see? Write
them on your
w/bs.
Multiples of
3? Rpt for
multiples of
4, 9, then 6.
Guided group and independent paired/indiv practice activities
Easy/ Medium/Hard
Chn work in pairs to shuffle two packs of 1-9 digit cards. They take 2 cards &
record a multiplication, e.g. if they have 6 & 7, they write 6 × 7 = 42. They write 6
different multiplications. They then take pairs of cards, & think of a number
which when divided by the 1st number will leave the 2nd number as remainder, if
possible. TD with Medium group. Easy: Chn write multiplications & the divisions
(without remainders) to go with them, e.g. write 3 × 8 = 24 (choosing which way
will be easier, three 8s or eight 3s) & then write 24 ÷ 8 = 3 & 24 ÷ 3 = 8.
Plenary
Read: There are 9 weeks left until the end of term that is 9 lots of 7 days. How
many days are left? What multiplication can we use to solve this problem? We
haven’t learnt our 7 times table. We could count up in 7s, but can you think of a
quicker way to find the answer? Discuss finding seven 9s instead. Write: There
are □ groups of □ children. Altogether there are 28 children. Chn work in pairs to
find what numbers could go in the boxes.
Launch the ITP Function blocks. Chn close their eyes whilst you click
Easy/Medium
Hard
on the yellow arrow, click on the operation to change it to × and use
Chn draw at least 5
Display ingredients for a chocolate cake: 4
the toggles to increase the multiplier to 3. Click, then drag a card
pairs of towers on
eggs; 100g demerara sugar; 100g dark
into the input box, then click on the output box. What do you think
squared paper such that chocolate; 100g butter; 100g ground almonds.
one tower is 4 times the This recipe makes a cake of 8 portions. What
the function machine is doing? Try other numbers to test out ideas.
height of the other.
would we do if we wanted to make a bigger cake
The numbers on the right are 3 times as big as those on the left.
They then draw as many of 16 portions? Could we just add a bit to each
Work with a partner to make a pair of towers from cubes, such that
rectangles as they can
of the ingredients? Perhaps use 6 eggs, and 200
one tower is 3 times the height of the other. Show pairs of towers.
where one side is 4
grams of all the other ingredients? Draw out
Discuss how pairs have different numbers of cubes from another
times the length of
pair, but each pair has the same relationship between the 2 towers.
that to keep the taste and consistency the
Can you see any measurements in the classroom where one might be 3 another.
same, you would need to double all the
Easy:
Chn
draw
towers,
quantities: this keeps all the ingredients in
times the length, width or height of another? Take feedback, e.g. the
one tower is twice the
proportion with each other. We’d probably have
door height might be 3 times as high as the table height. Change the
height of the other,
to increase the cooking time too! What if we
multiplier to 5 whilst chn close their eyes. Click and drag cards into
then rectangles where
the input box and ask chn to guess the function. This time the
want to make a smaller cake of just 4 portions?
numbers on the right are 5 times the number on the left. Make a pair one side is twice the
What if we wanted to make 3 cakes to stack up
length of another.
of towers such that one is 5 times as tall as the other. Draw
to make a big birthday cake? What if I wanted
rectangles: 10 cm by 20cm, 15 cm by 30 cm, 12 cm by 24cm and 10cm
to make a cake with 6 portions? 12 portions? TD
by 30cm, labelling each side. Which is the odd one out? Why? 3
Plenary This scaling up is used when drawing maps or diagrams, e.g. the real
rectangles have one side twice the length of another, whereas the
distance might be 100 times as big as the distance on the page, but all the
last rectangle has length 3 times as long as the other. It makes the
dimensions of the map/drawing will be in proportion. Show a local map using
rectangle look different – it doesn’t have the same proportions.
mapping program, e.g. Google and discuss the scale.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Outcomes
Chn can:
1. Multiply
any pairs
pair of
numbers
less than
10
together
2. Find a
remainder.
Chn can:
1. Begin to
use simple
ratios.
MATHS Y4 Week 2 TS3 & TS4 Summer
Maths Year 4 Weekly Plan: Summer
Week 2 Friday
Starters
Multiplication facts
Chn draw a 4 x 4 or 5 x 5 grid on their
w/bs and fill with numbers of their
choice between 45 & 80. Call out
multiplication questions e.g. 7 x 9. If
they have the answer to this, they ring
the number. The winner is the first with
3 in a line in any direction. At the end of
the game, discuss the numbers that have
been left over. Which sort of numbers
have been left? Which numbers might be
sensible to choose next time? Encourage
chn to make sensible choices for the
next game and rpt.
Week 2: TS3 Multiplication/division facts ~ TS4 Ratio & proportion
Whole class teaching
Make two towers of multilink, one of 2
green cubes and 4 blue, and one of 3
green cubes and 6 blue. What’s the same
and what’s different about these towers?
Draw out that they are different
heights, but both have twice as many
green cubes as blue. What fraction of
the cubes is green? Blue? Work with a
partner to make another tower with 1/3
green cubes and 2/3 blue cubes. Share
these. Now make 2 different towers
where ¼ is blue and ¾ of the cubes are
green. Share different towers. Point out
that they all have 3 times as many green
cubes as blue cubes.
Guided group and independent paired/indiv practice activities
Easy: Chn make, then
Medium
draw as many towers
Ask chn whether they prefer apples or
as they can with ¼ in
oranges. Record the results on the f/c. So
one colour and ¾ in
what fraction prefers oranges? And apples?
another colour.
If there is an easy relationship, e.g. twice as
Hard: Chn make
many people like apples as oranges, point it
towers with 1/5 in
out. Rpt with: Do you like marmite or not?
one colour and 4/5 in
Do you prefer cheese or tuna sandwiches?
another, then 2/5 in
Do you prefer salt and vinegar or cheese and
one colour and 3/5 in
onion crisps? TD
another.
Plenary
I’m thinking of a tower of cubes a ¼ are red, 3 of them. How many
cubes in the tower? How many aren’t red? Rpt with similar problems.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Outcomes
Chn can:
1. Begin to
understand
simple
proportions.
MATHS Y4 Week 2 TS3 & TS4 Summer
Maths Year 4 Weekly Plan: Summer
Week 2: TS3 Multiplication/division facts ~ TS4 Ratio & proportion
Resources
 Digit cards/number fans
 Activity sheet of grid and numbers (see resources)
 Scissors and glue sticks
 Bean bag
 ITP Number grid (see resources)
 Post-its™
 Counting stick
 1-10 dice
 ITP Spinners (see resources)
 1-9 digit cards
 ITP Function blocks (see resources)
 Multilink
 Cm2 paper
 Mapping program e.g. maps.google.co.uk
 Cubes
 Grid of multiples (see resources)
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
MATHS Y4 Week 2 TS3 & TS4 Summer