Teaching pack: Multiply and Divide (Year 3) -- a week of maths lessons

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Teaching pack · Year 3 Numberseegongsik /au

Multiply and Divide: a week of ready-to-teach maths

Five days of lessons for Year 3 Number. Print this pack and the week is prepared: each day has a one-page plan and a student worksheet, plus cut-out cards, a mini-check and answers.

AC9M3N04

multiply and divide one- and two-digit numbers, representing problems using number sentences, diagrams and arrays, and using a variety of calculation strategies

Start here: five minutes to Monday

Skim the week at a glance on the next page.
Print the five days (plan + worksheet each).
Cut out the card sheet once; reuse all week.
Open the free interactive unit on your board.
Teach from the plan: timings, talk prompts and answers are on one page.

No maths background needed

Written for the busy generalist teacher. Plain words, common muddles, and model answers are on every plan.

On the board

On-screen pictures for this unit include: “The array”, “Equal groups”, “Skip counting”, “The fact family”, “Share or group”. Each day plan names which picture to show.

seegongsik.com/au/y3/number/AC9M3N04

Aligned to the Australian Curriculum V9 (AC9M3N04). Original material from seegongsik, not endorsed by ACARA. Descriptors (c) ACARA, CC BY 4.0. Free to print and use in class.

The week at a glance5 lessons

The week at a glance

One lesson a day. Run them in order where you can.

Day	Lesson	Children learn and do	On screen
1	The array	Practise the idea with talk, board and worksheet	Board: The array
2	Equal groups	Practise the idea with talk, board and worksheet	Board: Equal groups
3	Skip counting	Practise the idea with talk, board and worksheet	Board: Skip counting
4	The fact family	Practise the idea with talk, board and worksheet	Board: The fact family
5	Share or group	Practise the idea with talk, board and worksheet	Board: Share or group

Materials (one trip)

This pack printed (plans, worksheets, cards, mini-check).
Pencils, scrap paper, and the board or projector for the interactive unit.
Optional counters, number cards or rulers if your day plan names them.

A note home

This week in maths we work on multiply and divide. Ask: What did you practise today? Can you show me with a drawing?

seegongsik.com/au/y3/number/AC9M3N04/pack

Day 1 · Teacher planDay 1 of 5

The array

Children practise the idea behind “The array” using talk, the board picture, and a short worksheet. About 40 minutes.

We are learning to

explain the idea of the array in Year 3 words,
use the board picture to check our thinking,
record an example on paper.

Success criteria

I can show one example of today’s idea.
I can say the idea in a short sentence.

You need

interactive unit open on “The array”,
worksheet (next sheet), one per child,
optional cut-out cards from this pack.

Lesson flow (about 40 minutes)

5 min	Warm-up Quick oral examples linked to yesterday if any. Ask: “What do you already know that might help today?”
10 min	On the board Open “The array”. Press through the controls while children predict. Ask: “What changed on the screen? What stayed the same?”
15 min	Worksheet Children complete the day sheet. Circulate for muddles listed below.
10 min	Share Two children share an example. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?”

On the board

Leave “The array” on screen for the main teaching block. Match button labels on the plan talk prompts to the live unit.

seegongsik.com/au/y3/number/AC9M3N04

Watch for

Skipping the board and only copying answers -- bring them back to the picture.
Correct answer with no explanation -- ask “how do you know?”.

Make it easier, make it bigger

Easier: do the first two worksheet items together.
Bigger: invent one new example for a partner to solve.

Answers and look-fors

Meeting the idea sounds like a clear sentence about the array.
Drawings or numbers match the board story, not random decoration.

Day 1 · Worksheet

The array

NameClassDate

Use the board picture. Show your thinking.

1. Draw or write one example from the board.

2. What is the main idea in your words?

3. Make a second example of your own.

I know I am right because

I can teach this idea to a partner:Yes □ No □

Day 2 · Teacher planDay 2 of 5

Equal groups

Children practise the idea behind “Equal groups” using talk, the board picture, and a short worksheet. About 40 minutes.

We are learning to

explain the idea of equal groups in Year 3 words,
use the board picture to check our thinking,
record an example on paper.

Success criteria

I can show one example of today’s idea.
I can say the idea in a short sentence.

You need

interactive unit open on “Equal groups”,
worksheet (next sheet), one per child,
optional cut-out cards from this pack.

Lesson flow (about 40 minutes)

5 min	Warm-up Quick oral examples linked to yesterday if any. Ask: “What do you already know that might help today?”
10 min	On the board Open “Equal groups”. Press through the controls while children predict. Ask: “What changed on the screen? What stayed the same?”
15 min	Worksheet Children complete the day sheet. Circulate for muddles listed below.
10 min	Share Two children share an example. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?”

On the board

Leave “Equal groups” on screen for the main teaching block. Match button labels on the plan talk prompts to the live unit.

seegongsik.com/au/y3/number/AC9M3N04

Watch for

Skipping the board and only copying answers -- bring them back to the picture.
Correct answer with no explanation -- ask “how do you know?”.

Make it easier, make it bigger

Easier: do the first two worksheet items together.
Bigger: invent one new example for a partner to solve.

Answers and look-fors

Meeting the idea sounds like a clear sentence about equal groups.
Drawings or numbers match the board story, not random decoration.

Day 2 · Worksheet

Equal groups

NameClassDate

Use the board picture. Show your thinking.

1. Draw or write one example from the board.

2. What is the main idea in your words?

3. Make a second example of your own.

I know I am right because

I can teach this idea to a partner:Yes □ No □

Day 3 · Teacher planDay 3 of 5

Skip counting

Children practise the idea behind “Skip counting” using talk, the board picture, and a short worksheet. About 40 minutes.

We are learning to

explain the idea of skip counting in Year 3 words,
use the board picture to check our thinking,
record an example on paper.

Success criteria

I can show one example of today’s idea.
I can say the idea in a short sentence.

You need

interactive unit open on “Skip counting”,
worksheet (next sheet), one per child,
optional cut-out cards from this pack.

Lesson flow (about 40 minutes)

5 min	Warm-up Quick oral examples linked to yesterday if any. Ask: “What do you already know that might help today?”
10 min	On the board Open “Skip counting”. Press through the controls while children predict. Ask: “What changed on the screen? What stayed the same?”
15 min	Worksheet Children complete the day sheet. Circulate for muddles listed below.
10 min	Share Two children share an example. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?”

On the board

Leave “Skip counting” on screen for the main teaching block. Match button labels on the plan talk prompts to the live unit.

seegongsik.com/au/y3/number/AC9M3N04

Watch for

Skipping the board and only copying answers -- bring them back to the picture.
Correct answer with no explanation -- ask “how do you know?”.

Make it easier, make it bigger

Easier: do the first two worksheet items together.
Bigger: invent one new example for a partner to solve.

Answers and look-fors

Meeting the idea sounds like a clear sentence about skip counting.
Drawings or numbers match the board story, not random decoration.

Day 3 · Worksheet

Skip counting

NameClassDate

Use the board picture. Show your thinking.

1. Draw or write one example from the board.

2. What is the main idea in your words?

3. Make a second example of your own.

I know I am right because

I can teach this idea to a partner:Yes □ No □

Day 4 · Teacher planDay 4 of 5

The fact family

Children practise the idea behind “The fact family” using talk, the board picture, and a short worksheet. About 40 minutes.

We are learning to

explain the idea of the fact family in Year 3 words,
use the board picture to check our thinking,
record an example on paper.

Success criteria

I can show one example of today’s idea.
I can say the idea in a short sentence.

You need

interactive unit open on “The fact family”,
worksheet (next sheet), one per child,
optional cut-out cards from this pack.

Lesson flow (about 40 minutes)

5 min	Warm-up Quick oral examples linked to yesterday if any. Ask: “What do you already know that might help today?”
10 min	On the board Open “The fact family”. Press through the controls while children predict. Ask: “What changed on the screen? What stayed the same?”
15 min	Worksheet Children complete the day sheet. Circulate for muddles listed below.
10 min	Share Two children share an example. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?”

On the board

Leave “The fact family” on screen for the main teaching block. Match button labels on the plan talk prompts to the live unit.

seegongsik.com/au/y3/number/AC9M3N04

Watch for

Skipping the board and only copying answers -- bring them back to the picture.
Correct answer with no explanation -- ask “how do you know?”.

Make it easier, make it bigger

Easier: do the first two worksheet items together.
Bigger: invent one new example for a partner to solve.

Answers and look-fors

Meeting the idea sounds like a clear sentence about the fact family.
Drawings or numbers match the board story, not random decoration.

Day 4 · Worksheet

The fact family

NameClassDate

Use the board picture. Show your thinking.

1. Draw or write one example from the board.

2. What is the main idea in your words?

3. Make a second example of your own.

I know I am right because

I can teach this idea to a partner:Yes □ No □

Day 5 · Teacher planDay 5 of 5

Share or group

Children practise the idea behind “Share or group” using talk, the board picture, and a short worksheet. About 40 minutes.

We are learning to

explain the idea of share or group in Year 3 words,
use the board picture to check our thinking,
record an example on paper.

Success criteria

I can show one example of today’s idea.
I can say the idea in a short sentence.

You need

interactive unit open on “Share or group”,
worksheet (next sheet), one per child,
optional cut-out cards from this pack.

Lesson flow (about 40 minutes)

5 min	Warm-up Quick oral examples linked to yesterday if any. Ask: “What do you already know that might help today?”
10 min	On the board Open “Share or group”. Press through the controls while children predict. Ask: “What changed on the screen? What stayed the same?”
15 min	Worksheet Children complete the day sheet. Circulate for muddles listed below.
10 min	Share Two children share an example. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?”

On the board

Leave “Share or group” on screen for the main teaching block. Match button labels on the plan talk prompts to the live unit.

seegongsik.com/au/y3/number/AC9M3N04

Watch for

Skipping the board and only copying answers -- bring them back to the picture.
Correct answer with no explanation -- ask “how do you know?”.

Make it easier, make it bigger

Easier: do the first two worksheet items together.
Bigger: invent one new example for a partner to solve.

Answers and look-fors

Meeting the idea sounds like a clear sentence about share or group.
Drawings or numbers match the board story, not random decoration.

Day 5 · Worksheet

Share or group

NameClassDate

Use the board picture. Show your thinking.

1. Draw or write one example from the board.

2. What is the main idea in your words?

3. Make a second example of your own.

I know I am right because

I can teach this idea to a partner:Yes □ No □

Cut-out cardsReuse all week

Talk cards for Multiply and Divide

Cut out. Hold up a card and give an example. Partner checks with the board if needed.

The array

Give an example.

Equal groups

Give an example.

Skip counting

Give an example.

The fact family

Give an example.

Share or group

Give an example.

Store in an envelope labelled AC9M3N04 for next year.

Mini-check · End of week

Show what you know: Multiply and Divide

NameClassDate

Work on your own. Use pictures or numbers.

1. Draw or write the big idea of this week.

2. Give one clear example.

3. Give a second different example.

4. What mistake should we watch for?

I can explain this idea to a partner:Yes □ No □

Mini-check · AnswersTeacher

Answers and look-fors

Item 1: names the unit idea (multiply and divide) in child words.
Items 2-3: two different correct examples linked to the week’s pictures.
Item 4: a real muddle (wrong place value, unfair compare, mixed units, etc.).
At standard: clear example + short explanation. Beyond: teaches a partner with a new example.

Use day-plan look-fors across the week; this check is summative, not a surprise trap.

Descriptor: multiply and divide one- and two-digit numbers, representing problems using number sentences, diagrams and arrays, and using a variety of calculation strategies