Spring Block 1

Multiplication
and division B

© White Rose Maths 2022

Year 3 | Spring term | Block 1 – Multiplication and division B

Small steps

Step 1 Multiples of 10

Step 2 Related calculations

Step 3 Reasoning about multiplication

Step 4 Multiply a 2-digit number by a 1-digit number – no exchange

Step 5 Multiply a 2-digit number by a 1-digit number – with exchange

Step 6 Link multiplication and division

Step 7 Divide a 2-digit number by a 1-digit number – no exchange

Step 8 Divide a 2-digit number by a 1-digit number – flexible partitioning

© White Rose Maths 2022

Year 3 | Spring term | Block 1 – Multiplication and division B

Small steps

Step 9 Divide a 2-digit number by a 1-digit number – with remainders

Step 10 Scaling

Step 11 How many ways?

© White Rose Maths 2022

Year 3 | Spring term | Block 1 – Multiplication and division B | Step 1

Multiples of 10

Notes and guidance Key questions

Children learnt the 10 times-table in Year 2 and revisited • What is the multiple of 10 before ?
multiples of 10 in the Autumn term. In this small step, they
further develop their understanding of multiples of 10 by
• What is the multiple of 10 after ?

looking at greater multiples. • Is a multiple of 10? How can you tell?

Children reinforce their earlier work on place value and use a • How many tens are there in ?
range of representations, such as ten frames, Gattegno charts • How can you use a Gattegno chart/place value chart to help
and place value charts. They recognise that multiples of 10 multiply or divide a number by 10?
end in a zero and use this fact to solve basic multiplication and
division problems beyond the 10 times-table. • What is the same about all multiples of 10?
What is different?
Understanding multiples of 10 is crucial for the next step,
when children explore multiplying by 20, 30 and so on. This
is the foundation of multiplying other 2-digit numbers using Possible sentence stems
the expanded method later in this block and for more formal
methods in Year 4 and beyond. • I know is a multiple of 10 because …

• multiplied by 10 is equal to

Things to look out for • is 10 times the size of

• Children may think that multiplying by 10 is always • There are tens in

equivalent to adding a zero, rather than considering place
value, which could lead to misconceptions in later years
when they multiply decimals. National Curriculum links
• Children may need support to recognise when to multiply
• Recall and use multiplication facts for the 2, 5 and 10 multiplication
and when to divide by 10 tables, including recognising odd and even numbers (Y2)

© White Rose Maths 2022

Year 3 | Spring term | Block 1 – Multiplication and division B | Step 1

Multiples of 10

Key learning
• Complete the number track. • Which of these numbers are multiples of 10?

10 20 40 60 90 100 50 150 65 98 450 150 805 25 340

Explain how you know.

• Use the ten frame to complete the sentence.

10 tens are equal to • A bush is 4 m tall.

A tree is 10 times as tall as the bush.
How tall is the tree?
Use the ten frames to complete the calculation.

• Fill in the missing numbers.

23 × 10 = × 10 = 280

17 × 10 = 10 × 10 + 7 × 10 = + = 64 × = 640 × 10 = 420

• Work out the multiplications.

• A ribbon is 270 cm long.

14 × 10 19 × 10 23 × 10 10 × 26

270 cm

• Dexter has 13 bags of marbles.

0 1 2 3 4 5 6 7 8
Ron wants to cut the ribbon into 10 cm pieces.
9 10 11 12 13 14 1

There are 10 marbles in each bag. How many pieces can he cut?
How many marbles does Dexter have altogether?
© White Rose Maths 2022
Year 3 | Spring term | Block 1 – Multiplication and division B | Step 1

Multiples of 10

Reasoning and problem solving

Teddy saves £10 a week. Here is a Gattegno chart and a place

value chart.
How many weeks will it take him
12 weeks
to save £120? 100 200 300 400 500 600 700 800 900
How do you know? 10 20 30 40 50 60 70 80 90

1 2 3 4 5 6 7 8 9

Hundreds Tens Ones

Mr Trent has a piece of wood.

210, 140, 320,

Mr Trent cuts it into three parts, A, B Show each number on both charts. 400, 260
and C.

• Part A is 10 times as long as 150 cm 21 14 32 40 26

part C.

• Part B is 4 times as long as part C.

Multiply each number by 10
• Part A is 100 cm long.
Show the results on the charts.
How long was the piece of wood before
What is the same and what
Mr Trent cut it?
is different?

© White Rose Maths 2022

Year 3 | Spring term | Block 1 – Multiplication and division B | Step 2

Related calculations

Notes and guidance Key questions

This small step builds on the previous step and children’s • What is the same and what is different about the two
existing knowledge of times-tables to explore calculations calculations?
related to known facts.
• How can you represent the calculation using place value
Children explore scaling facts by 10, for example using counters/base 10?
3 × 4 = 12 to derive 3 × 40 = 120 and 30 × 4 = 120. A range of
representations are used to expose the link between multiples
• How is multiplying by 10s different from multiplying by 1s?

of 1 and multiples of 10. Children begin by using base ten, • What is the connection between the two calculations?

before moving on to the slightly more abstract representation

of place value counters. Children go on to explore this Possible sentence stems
relationship with division, for example using 12 ÷ 3 = 4 to derive
120 ÷ 3 = 40. This will be revisited later in the block. • × ones is equal to ones,
so × tens is equal to tens.
Care should be taken to ensure that children do not also think
that 12 ÷ 30 = 40. This is a good opportunity to remind them • ÷ is equal to ,
that multiplication is commutative while division is not. so tens ÷ is equal to tens.

Things to look out for

• Children may derive incorrect division facts by using the National Curriculum links
rules they have learnt about related multiplication facts.
• Write and calculate mathematical statements for multiplication and
• Children may try to find results by calculation rather division using the multiplication tables that they know, including for
than recognising the relationship between one fact 2-digit numbers times 1-digit numbers, using mental and progressing
and another. to formal written methods

© White Rose Maths 2022

Year 3 | Spring term | Block 1 – Multiplication and division B | Step 2

Related calculations

Key learning
• Complete the number sentences to match the pictures. • I know that
2 × 8 = 16

Use Rosie’s fact to complete the multiplications.

2 × 80 = 20 × 8 = 8 × 20 =
4 × 2 ones = ones 4×2=

• Use the place value counters to complete the divisions.

15 ÷ 3 =

4 × 2 tens = tens 4 × 20 =

15 tens ÷ 3 =
• Complete the multiplication facts.

• Use place value counters to help complete the calculations.

27 ÷ 9 = 54 ÷ 6 = 48 ÷ 4 =

270 ÷ 9 = 540 ÷ 6 = 480 ÷ 4 =

×4= × 40 =
• 4 family tickets to a theme park cost £240 in total.
How much does 1 family ticket cost?

© White Rose Maths 2022

Year 3 | Spring term | Block 1 – Multiplication and division B | Step 2

Related calculations

Reasoning and problem solving

Scott has 240 cakes to sell.

I know
2 × 6 = 12, so He chooses one size of box and puts
60 × 2 = 120
2 × 60 = 120 the same number of cakes in each box.
120 ÷ 2 = 60
Tiny is correct. He has no cakes left over.
120 ÷ 60 = 2
Write the fact family for this Which of these boxes could he use?
multiplication. 10, 20, 30, 40, 60
or 80

10 20 30 40 50
Use the number cards to complete the
calculations.

9 9 10 10 100 900 900

60 80 100
You can use each card only once. 900 ÷ 9 = 100
900 ÷ 100 = 9
900 ÷ = 100
9 × 10 = 900 ÷ 10 Is the statement true or false?

÷ =9
5 × 30 = 3 × 50 True

× = ÷ Explain your answer.

© White Rose Maths 2022

Year 3 | Spring term | Block 1 – Multiplication and division B | Step 3

Reasoning about multiplication

Notes and guidance Key questions

In this small step, children develop their knowledge and • What number sentences are shown by the array?
understanding of the structure of multiplication.
• What is the same and what is different about 8 × 3 and 8 × 4?
Children begin by recapping what multiplication looks like with
objects, and gradually use more abstract representations. These
• Which digit represents the size of the group?

include cubes, base 10, arrays and number sentences. They use • Which digit refers to the number of groups?
the symbols < , > and = to compare groups using multiplication • What happens if you increase/decrease the number of groups?
and division structures, both in context and within number
sentences. Children are encouraged to realise that, for example, • What happens if you increase/decrease the size of the groups?

6 × 3 > 6 × 2 without doing any calculation, but by recognising the • Do you need to complete the calculations to compare them?
relationship between the calculations and that the first must give
an answer greater than the second because the same number is
Possible sentence stems
being multiplied by 3 and 2

• lots of is greater than lots of

• lots of is less than lots of

Things to look out for
• I know that is greater because ...

• When comparing number sentences, children may find it

difficult to recognise which digit is referring to the size of
the group and which digit is referring to the number National Curriculum links
of groups.

• Children may try to work out the calculations to make

• Write and calculate mathematical statements for multiplication and
division using the multiplication tables that they know, including for
comparisons, rather than using their understanding of 2-digit numbers times 1-digit numbers, using mental and progressing
the multiplicative structure. to formal written methods

© White Rose Maths 2022

Year 3 | Spring term | Block 1 – Multiplication and division B | Step 3

Reasoning about multiplication

Key learning
• Complete the number sentences to match the pictures. • Write < , > or = to compare the multiplications.

6×3= 8×3 7×4 8×2 6×4

80 × 3 70 × 4 8 × 20 6 × 40
6×5=

Write > or < to complete the statement. • How do the bar models show that 36 ÷ 6 < 36 ÷ 4?

6×3 6×5 36

• Complete the number sentences and write < , > or = to compare

36
the arrays.

Draw bar models to compare the pairs of calculations.

12 ÷ 6 12 ÷ 4 15 ÷ 5 15 ÷ 3
× = × =

• Write < , > or = to complete the statement. 27 ÷ 3 24 ÷ 3 20 ÷ 5 20 ÷ 4

2 × 30 4 × 30

© White Rose Maths 2022

Year 3 | Spring term | Block 1 – Multiplication and division B | Step 3

Reasoning about multiplication

Reasoning and problem solving

Use all the cards to complete

8×8 the statements.
is greater
than double 4×5 3×8 3×4 various possible
No
4×8 answers, e.g.
8 × 8 = double 4 × 8 5×5 4×8 3×5
3×5<4×5

Do you agree with Tiny? 4×8>3×8

<
Use counters to show your answer. 3×4<5×5
>

<
Is each statement true or false?

6×7<6+6+6+6+6+6+6
Find three different ways to complete
False each number sentence. multiple possible
True answers, e.g.
7×6=7×3+7×3
False ×3+ ×3< ×3 1×3+2×3<5×3

×4< ×4< ×4 2 × 4 < 8 × 4 < 12 × 4

2×3>5×3
7×8>2×8>1×8
×8> ×8> ×8

© White Rose Maths 2022

Year 3 | Spring term | Block 1 – Multiplication and division B | Step 4

Multiply a 2-digit number by a 1-digit number – no exchange

Notes and guidance Key questions

In this small step, children explore multiplying 2-digit numbers • How can you partition a 2-digit number into tens and ones?
by 1-digit numbers. At this stage, none of the multiplication
calculations require exchanges.
• What is the product of the tens and the single digit?

Children apply their understanding of partitioning to represent

• What is the product of the ones and the single digit?

and solve calculations using the expanded method. The 2-digit • What do you need to do to find the final answer?
number is partitioned into tens and ones, both are multiplied by
the 1-digit number and then the partial products are added to
Possible sentence stems
find the total product. This is explored through a progression of
representations from base 10 to place value counters and • tens and ones multiplied by is equal to
part-whole models, alongside number sentences. tens multiplied by and ones multiplied
The expanded method allows children to gain a deep by
understanding of the structure of the calculation before
progressing to formal short multiplication in Year 4 • tens multiplied by is equal to
ones multiplied by is equal to
multiplied by is equal to

Things to look out for • × = tens × + ×

• Children may partition a 2-digit number into single National Curriculum links
digits rather than tens and ones, for example
48 × 8 = 4 × 8 + 8 × 8 • Write and calculate mathematical statements for multiplication and
division using the multiplication tables that they know, including for
• Errors may occur if partial products are lined up 2-digit numbers times 1-digit numbers, using mental and progressing
incorrectly. to formal written methods

© White Rose Maths 2022

Year 3 | Spring term | Block 1 – Multiplication and division B | Step 4

Multiply a 2-digit number by a 1-digit number – no exchange

Key learning
• Complete the number sentences. • Work out the multiplications.
Use the place value chart to help you.
32 × 3 23 × 2 12 × 4 41 × 2
Tens Ones 3 tens × 2 = tens

2 ones × 2 = ones • Ron has used a part-whole model to multiply 23 by 3

+ =
23 × 3
20 × 3 = 60
32 × 2 =
3×3=9
23 × 3 = 69
20 × 3 3×3
• A minibus has space for 21 people.
How many people can fit on 3 minibuses? Use a part-whole model to help you work out the multiplications.
Use a place value chart and base 10 to help you.
21 × 5 42 × 2 52 × 2 21 × 6

• Use the place value chart and counters to work out 21 × 4

Tens Ones 2 tens × 4 = tens • Complete the number sentences.

32 × 4 42 × 3
1 one × 4 = ones
= tens × 4 + ones × 4 = tens × 3 + ones × 3
+ =
= + = +
21 × 4 =
= =

© White Rose Maths 2022

Year 3 | Spring term | Block 1 – Multiplication and division B | Step 4

Multiply a 2-digit number by a 1-digit number – no exchange

Reasoning and problem solving

Tiny is working out 41 × 5 Whitney is comparing calculations.

I can partition
41 into 4 and 1 to
help me. 4 × 21 = 2 × 42
Yes

Is Whitney correct?
How does she know this?
41 × 5
205

4×5 1×5 Ron multiplies a 2-digit number

by a 1-digit number.
20 5
48 and 1
The answer
24 and 2
25 is 48
12 and 4
What has Tiny done wrong?
What might Ron’s numbers be?
Work out the correct answer.

© White Rose Maths 2022

Year 3 | Spring term | Block 1 – Multiplication and division B | Step 5

Multiply a 2-digit number by a 1-digit number – with exchange

Notes and guidance Key questions

In this small step, children continue to explore multiplying 2-digit • How can you partition a 2-digit number into tens and ones?
numbers by 1-digit numbers, now looking at calculations that
involve an exchange.
• What is the product of the tens and the single digit?

As in the previous step, children apply their understanding

• What is the product of the ones and the single digit?

of partitioning to represent and solve calculations using the • What do you need to do to find the final answer?
expanded method. This involves partitioning the 2-digit number • What do you do if you have ten or more ones?
into tens and ones, multiplying separately, then adding the
partial products together. Children use the same representations
as in the previous steps to provide familiarity and focus their Possible sentence stems
attention on the new aspect of making an exchange.
• tens and ones multiplied by is equal to
Use of the expanded method allows children to gain a deep tens multiplied by and ones multiplied
understanding of the structure of the calculation before
by
progressing to formal short multiplication in Year 4

• ones is tens and ones.

Things to look out for • × = tens × + ×

• Children may partition a 2-digit number into single

digits rather than tens and ones, for example
48 × 8 = 4 × 8 + 8 × 8 National Curriculum links

• Children may not line up partial products correctly. • Write and calculate mathematical statements for multiplication and
division using the multiplication tables that they know, including for
• Children may struggle when making an exchange, 2-digit numbers times 1-digit numbers, using mental and progressing
including forgetting to add on any exchanges. to formal written methods

© White Rose Maths 2022

Year 3 | Spring term | Block 1 – Multiplication and division B | Step 5

Multiply a 2-digit number by a 1-digit number – with exchange

Key learning
• Complete the number sentences. • Mo uses a part-whole model to work out 24 × 8
Use the place value chart to help you.
24
Tens Ones
160 + 32 = 192
2 tens × 4 = tens
24 x 8 = 192
20 4
4 ones × 4 = ones
×8 ×8
24 × 4 = + =
160 32
24 × 4 =

Use Mo’s method to work out the multiplications.

18 × 4 73 × 5 42 × 5 28 × 8
• Use the place value chart and counters to work out 45 × 3

4 tens × 3 = tens
Tens Ones
5 ones × 3 = ones
• Complete the workings.
64 × 3 24 × 8
+ =
= tens × 3 + ones × 3 = 20 × 8 + 4 × 8
45 × 3 =
= +
= +

=
=
• Use a place value chart and base 10 to work out the multiplications.

13 × 4 23 × 4 14 × 8 25 × 3

© White Rose Maths 2022

Year 3 | Spring term | Block 1 – Multiplication and division B | Step 5

Multiply a 2-digit number by a 1-digit number – with exchange

Reasoning and problem solving

Is the statement always true, Aisha is sorting out two cupboards.

sometimes true or never true?
In the first cupboard, there are
4 boxes with 34 pencils in each box.
A 2-digit number multiplied by a second
sometimes true In the second cupboard, there are cupboard
1-digit number has a 2-digit answer.
5 boxes with 28 pencils in each box.
Which cupboard has more pencils?
Explain your answer.

Use the fact to compare the

Here are some digit cards. multiplications. Write < or > to
make the statement correct.
2 3 4

Use each digit card once to create a 8 × 44 = 352

multiplication. 23 × 4 = 92 <

8 × 45 9 × 44
×

Which multiplication gives an answer

How did the fact help you?
closest to 100?

© White Rose Maths 2022

Year 3 | Spring term | Block 1 – Multiplication and division B | Step 6

Link multiplication and division

Notes and guidance Key questions

In this small step, children develop their understanding of • What is the same and what is different about the
related facts from earlier in the block, with a focus on linking two calculations?
multiplication and division facts.
• How can you show the calculation using place value counters/
In particular, children explore what happens when a number base 10?
within a calculation is multiplied by 10 and how this affects the
answer. They use these facts by unitising in tens, for example
• How is multiplying by 10s different from multiplying by 1s?

using 8 6 2 = 4 to derive 8 tens 6 2 = 4 tens, so 80 6 2 = 40. • What division facts do you know by using the fact
× = ?
A range of representations are used to make the link between
multiples of one and ten, which will be familiar from the
multiplication steps earlier in the block. Possible sentence stems
This step will support children to work out divisions in the next
few steps of the block.
• × ones is equal to ones, so ×
tens is equal to tens.

• ÷ is equal to , so tens ÷
is equal to tens.

Things to look out for

• Children may try to find results by calculation, rather
National Curriculum links
than recognising the relationship between two facts.

• In examples such as 240 6 80, children may think the

• Solve problems, including missing number problems, involving
multiplication and division, including positive integer scaling
answer is 30 because they know 24 6 8 = 3 and they problems and correspondence problems in which n objects are
assume that they need to add a zero. connected to m objects

© White Rose Maths 2022

Year 3 | Spring term | Block 1 – Multiplication and division B | Step 6

Link multiplication and division

Key learning
• What multiplication and division facts does the array show? • Tiny is working out 60 6 3

I know 6 ones ÷ 3 is equal to 2 ones.

So 6 tens ÷ 3 is equal to 2 tens.
60 ÷ 3 = 20

× =
Use Tiny’s method to work out the divisions.
× =

÷ = 80 ÷ 4 90 ÷ 3 60 ÷ 2 70 ÷ 7

÷ =

What multiplication and division facts does the array show?

• Fill in the missing numbers.

2×6= 3×8= =5×3

2 × 60 = 3× = 240 150 = 5 ×

× =
• 1 ticket to the zoo costs £20
How much do 4 tickets cost?
× = How many tickets can you buy for £180?
÷ =

÷ = • There are 80 children in Year 3

The children are put into pairs.
What is the same and what is different about these arrays?
How many pairs are there altogether?

© White Rose Maths 2022

Year 3 | Spring term | Block 1 – Multiplication and division B | Step 6

Link multiplication and division

Reasoning and problem solving

Eight friends go to a theme park Write < , > or = to compare the

for the day. statements.

• Tickets to the theme park cost 8÷2 80 ÷ 2 <

£20 each.
>
£60
• Lunch costs £10 each. 80 ÷ 2 80 ÷ 4
>
Four of the friends share the cost
60 × 3 60 ÷ 3 =
between them.
How much do they each pay? 4 × 80 8 × 40

Work out the divisions. Amir is finding related calculations.

320 ÷ 2 320 ÷ 20
I know 5 × 8 = 40,
160 16 so I also know all these
320 ÷ 4 320 ÷ 40 other facts. They are
80 8
all correct.
40 4 5 × 80 = 400 400 ÷ 5 = 80
320 ÷ 8 320 ÷ 80
50 × 8 = 400 400 ÷ 8 = 50
What do you notice?
Which facts are correct?

© White Rose Maths 2022

Year 3 | Spring term | Block 1 – Multiplication and division B | Step 7

Divide a 2-digit number by a 1-digit number – no exchange

Notes and guidance Key questions

In this small step, children build on their knowledge of • What is partitioned into tens and ones?
times-tables and division facts, using these to support them
when dividing a 2-digit number by a 1-digit number. This step
• What is shared into equal groups?

focuses on partitioning a number into tens and ones and • How can the place value counters help you divide
sharing into equal groups, dividing numbers that do not by ?
involve exchanging or remainders. For example, 63 ÷ 3 can • How can you use the part-whole model to work out the division?
be partitioned into 60 and 3 and then shared into three equal
groups: 60 ÷ 3 = 20 and 3 ÷ 3 = 1, therefore 63 ÷ 3 = 21 • What is divided by ?

Children use part-whole models and place value counters to

represent the calculations and support their understanding. Possible sentence stems
It is important that children divide the tens first and then the
ones. While it would not have an impact on their answers • partitioned into tens and ones is tens and

in this particular step, getting used to dividing in this way is ones.

beneficial for when they move on to dividing numbers involving
exchanging and remainders in future steps.
• divided by is equal to

Things to look out for

• Children may be used to working out a calculation National Curriculum links
starting with the ones column as this is what they have
done with addition, subtraction and multiplication. • Write and calculate mathematical statements for multiplication
and division using the multiplication tables that they know,
• Children may need support partitioning numbers into including for 2-digit numbers times 1-digit numbers, using mental
tens and ones. and progressing to formal written methods

© White Rose Maths 2022

Year 3 | Spring term | Block 1 – Multiplication and division B | Step 7

Divide a 2-digit number by a 1-digit number – no exchange

Key learning
• There are 63 crayons. • Eva uses a part-whole model to work out 48 ÷ 4
Complete Eva’s workings.
10 10 10 10 10 10
10
cra
yo
ns
10
cra
yo
ns
10
cra
yo
ns
10
cra
yo
ns
10
cra
yo
ns
10
cra
yo
ns

48
Share the crayons into three equal groups.
Use a place value chart and some counters to help you. 48 ÷ 4 =
Complete the sentences. 40 8
6 tens ÷ 3 = tens ÷4 ÷4
3 ones ÷ 3 = one

63 ÷ 3 =
• Work out the divisions.
• Dani uses place value counters to work out 39 ÷ 3
64 ÷ 2 = 88 ÷ 4 = 96 ÷ 3 =
Tens Ones
64 88 96
39 ÷ 3 = 13

60 4

Use Dani’s method to work out the divisions. ÷2 ÷2 ÷4 ÷4 ÷3 ÷3

84 ÷ 4 66 ÷ 2 66 ÷ 3 69 ÷ 3

© White Rose Maths 2022

Year 3 | Spring term | Block 1 – Multiplication and division B | Step 7

Divide a 2-digit number by a 1-digit number – no exchange

Reasoning and problem solving

Tommy has 3 jars of buttons. Tiny uses place value counters to work
out 44 ÷ 4

Tens Ones
38 27 19
21

He shares all the buttons equally No

between 4 people.
How many buttons will each The answer
person get? is 22

Is Tiny correct?
Write < , > or = to compare the
How do you know?
calculations.

24 ÷ 2 36 ÷ 3 =
Huan thinks that 88 sweets can be
> shared equally between 8 people.
84 ÷ 2 84 ÷ 4
Yes
Is he correct?

Explain your answers. How do you know?

© White Rose Maths 2022

Year 3 | Spring term | Block 1 – Multiplication and division B | Step 8

Divide a 2-digit number by a 1-digit number – flexible partitioning

Notes and guidance Key questions

In this small step, children continue to divide a 2-digit number • How can you flexibly partition so that the tens and
by a 1-digit number. They now begin to look at calculations that ones are both multiples of the number you are dividing by?
involve exchanging between the tens and the ones.
• What is shared into equal groups?
Children use their previous learning on flexible partitioning to
support them with this. For example, to calculate 42 ÷ 3, they
• How can the place value counters help you divide
by ?
need to identify multiples of 3 that 42 can be partitioned into.
Children use their knowledge of times-tables facts to partition • How can you use the part-whole model to work out the
the number into multiples of the number they are dividing by. division?
For this example, they can partition 42 into 30 and 12, and then • What is divided by ?
use 30 ÷ 3 = 10 and 12 ÷ 3 = 4 to find that 42 ÷ 3 = 14
Children can use place value counters to support their
Possible sentence stems
understanding and part-whole models to show what
calculations have been done. • can be partitioned into and , as these
numbers are both multiples of

Things to look out for • divided by is equal to

• Children may be used to working out a calculation

starting with the ones column as this is what they have
National Curriculum links
done with addition, subtraction and multiplication.

• Children may not be confident with their times-table facts,

• Write and calculate mathematical statements for multiplication
and division using the multiplication tables that they know,
which means they may find it difficult to partition the including for 2-digit numbers times 1-digit numbers, using mental
number into multiples of the number they are dividing by. and progressing to formal written methods

© White Rose Maths 2022

Year 3 | Spring term | Block 1 – Multiplication and division B | Step 8

Divide a 2-digit number by a 1-digit number – flexible partitioning

Key learning
• Ron uses place value counters to work out 42 ÷ 3 • Annie uses a part-whole model to work out 32 ÷ 2
First, he shares the tens into 3 equal groups.
32
He has 1 ten and 2 ones left over.

Tens Ones 32 ÷ 2 =
20 12

÷2 ÷2

Ron exchanges the remaining ten for 10 ones.

Why did Annie partition 32 into 20 and 12?
Then he shares the ones into 3 equal groups.
Complete Annie’s workings.
Tens Ones

• Use part-whole models to work out the divisions.

42 ÷ 3 = 14 96 ÷ 4 = 96 ÷ 8 = 96 ÷ 6 =

96 96 96
Use Ron’s method to work out the divisions.

48 ÷ 3 52 ÷ 4 65 ÷ 5 72 ÷ 6

• Use place value counters to divide 54 by 3 ÷4 ÷4 ÷8 ÷8 ÷6 ÷6

What do you notice?

© White Rose Maths 2022

Year 3 | Spring term | Block 1 – Multiplication and division B | Step 8

Divide a 2-digit number by a 1-digit number – flexible partitioning

Reasoning and problem solving

Jack is working out 48 ÷ 3 Tiny uses the place value chart to work
out 54 ÷ 3
I can partition partition 48 into
48 into 40 and 8 30 and 18, as
to help me. these are both Tens Ones
divisible by 3
Is there a way to improve Jack’s
method?

Write < , > or = to complete the

18
statements.

48 ÷ 4 45 ÷ 3 The answer
<
is 22
52 ÷ 4 42 ÷ 3
<
>
54 ÷ 3 60 ÷ 4
Explain the mistake Tiny
has made.
Did you need to work out all of
the divisions? Work out the correct answer.

© White Rose Maths 2022

Year 3 | Spring term | Block 1 – Multiplication and division B | Step 9

Divide a 2-digit number by a 1-digit number – with remainders

Notes and guidance Key questions

In this small step, children continue to divide a 2-digit number by • Do you need to exchange any tens for ones?
a 1-digit number. They apply their knowledge from the previous
small steps and also make links between division and repeated
• Is there a remainder?

subtraction, building on earlier learning. • How can place value counters help you divide
by ?
Children look at calculations that may involve exchanging
between the tens and ones, and that have a remainder. This will • How do you know divided by will have
be the first time children have encountered remainders, so they a remainder?
will need to be explicitly taught the notation, for example • Can a remainder ever be greater than the number you are
43 ÷ 3 = 14 remainder 1 or 14 r1 dividing by?
Practical equipment, such as lolly sticks and place value
counters, can be used to support children’s understanding. Possible sentence stems
• There are groups of
There are remaining.
Things to look out for So ÷ = r

• Children may be used to working out a calculation

starting with the ones column, as this is what they have
done with addition, subtraction and multiplication.
National Curriculum links
• Children may miscount when using repeated subtraction.
• Write and calculate mathematical statements for multiplication
• Children may end up with a remainder that is greater and division using the multiplication tables that they know,
than the number they are dividing by and need support including for 2-digit numbers times 1-digit numbers, using mental
to complete the calculation. and progressing to formal written methods

© White Rose Maths 2022

Year 3 | Spring term | Block 1 – Multiplication and division B | Step 9

Divide a 2-digit number by a 1-digit number – with remainders

Key learning
• Esther has 13 lolly sticks. • Alex uses place value counters to work out 94 ÷ 4
She uses them to make squares. First, she shares the tens into 4 equal groups.
Complete the sentences.
Tens Ones
There are lolly sticks.

There are groups of 4

There is lolly stick remaining.

13 ÷ 4 = remainder
She needs to exchange the remaining ten for 10 ones.
Esther can make squares.
Alex shares as many of the ones as possible into 4 equal groups.

• Tommy uses repeated subtraction to work out 31 ÷ 4 Tens Ones

–4 –4 –4 –4 –4 –4 –4

0 3 7 11 15 19 23 27 31

31 ÷ 4 = 7 r3 94 ÷ 4 = 23 r2

Use Alex’s method to work out the divisions.

Use Tommy’s method to work out 38 ÷ 3
76 ÷ 3 62 ÷ 5 58 ÷ 4 83 ÷ 6

© White Rose Maths 2022

Year 3 | Spring term | Block 1 – Multiplication and division B | Step 9

Divide a 2-digit number by a 1-digit number – with remainders

Reasoning and problem solving

Which division is the odd one out? Teddy has some buttons.
various possible
64 ÷ 8 77 ÷ 4 answers, e.g. • There are more than 30, but
fewer than 50
64 ÷ 8, as it is the

49 ÷ 6 65 ÷ 3
only calculation • Teddy shares the buttons
without a equally into 5 bowls. There is
36
remainder 1 button left over.
How do you know?
• Teddy shares the buttons
equally into 4 bowls. There are
no buttons left over.
Tiny uses place value counters to work
How many buttons has Teddy got?
out 68 ÷ 3

Tens Ones
Dora and Tom are planting bulbs.
They have 76 bulbs altogether.
22 r2
Dora plants her bulbs in rows of 8 Dora: 44
and has 4 left over.
Tiny’s answer is 21 r5 Tom: 32
Tom plants his bulbs in rows of 10
What mistake has Tiny made? and has 2 left over.
Work out the correct answer. How many bulbs do they each have?

© White Rose Maths 2022

Year 3 | Spring term | Block 1 – Multiplication and division B | Step 10

Scaling

Notes and guidance Key questions

In this small step, children develop their understanding of • What number is 10 times the size of ?
multiplication by focusing on scaling as opposed to
repeated addition.
• What number is times the size of ?

Building on concepts such as “3 times as many”, children use

• What length is times as long as ?

language such as “3 times the size of” when comparing, for • What time is times as long as ?
example, lengths. It is important that children see this type of • Which is the larger object? How many times larger is it?
multiplication as well as repeated addition, as it will help them in
their later study of ratio and scales. They can relate this to their • How can you show the problem as a bar model?

knowledge of place value and understanding that the value of

the column directly to the left of another is 10 times the value. Possible sentence stems
Bar models can be useful to represent the concept. String can be
used to illustrate the idea of, for example, “twice as long as” and • is times the length of

be related to a bar model representation. • multiplied by is equal to

• times the size of is

Things to look out for

• Children may not be familiar with models of multiplication
other than those involving repeated addition. National Curriculum links
• Children who are unfamiliar with the vocabulary may
• Solve problems, including missing number problems, involving
think that “3 times as many” means they need to add multiplication and division, including positive integer scaling
another three lots, resulting in a scale factor of 4 instead problems and correspondence problems in which n objects are
of 3 connected to m objects

© White Rose Maths 2022

Year 3 | Spring term | Block 1 – Multiplication and division B | Step 10

Scaling

Key learning
• Complete the sentences to describe the fruit. • The green ribbon is 6 cm long.
The red ribbon is 3 times as long as the green ribbon.
6 cm

There are bananas.

There are strawberries.

There are times as many strawberries as bananas.

How long is the red ribbon?
Complete the number sentence.
• In a playground, there are 3 times as many girls as boys.
6 cm × = cm
boys boys

girls girls • Rosie has a red pencil and a blue pencil.

The red pencil is 2 cm long.
Which bar model shows the number of boys and girls? The blue pencil is 4 times as long as the red pencil.
Explain your choice. How long is the blue pencil?

• Dexter has 2 pencils.

• Whitney runs 25 m in 7 seconds.
Kim has 5 times as many pencils as Dexter. Filip takes 5 times as long as Whitney to run 25 m.
How many pencils has Kim got? How long does it take Filip to run 25 m?

© White Rose Maths 2022

Year 3 | Spring term | Block 1 – Multiplication and division B | Step 10

Scaling

Reasoning and problem solving

Mo and Eva build towers of cubes. Annie has some green and
Mo’s tower pink counters.

• There are twice as many green

counters as pink counters.
12
• There are 18 counters
altogether.
Eva’s tower
How many green counters are there?

Eva
Mo’s tower is Dani, Amir and Jack are baking.
3 times as tall as
my tower.
Eva
• Dani needs 40 g of butter.

• Amir needs 3 times as much

My tower is 12 butter as Dani.
240 g
Mo
times as tall as
Eva’s tower. • Jack needs twice as much butter
as Dani.

Who do you agree with? How much butter do they need

altogether?
Explain your answer.

© White Rose Maths 2022

Year 3 | Spring term | Block 1 – Multiplication and division B | Step 11

How many ways?

Notes and guidance Key questions

This small step focuses on correspondence problems. • How can you show the possibilities in a table?
Children start by systematically listing all the possible • In what order should you list the possibilities?
combinations resulting from combining two groups of objects.
For example, if there are three buckets and four spades, children • Starting with , how many combinations can you make?

can explore how many different combinations of bucket and • How do you know you have found all the ways?
spade they can make.
• How many combinations are there if you have
The use of practical equipment to model a question can support and ?
children’s understanding. Drawing a table helps children to take
a systematic approach to ensure that they have found all the
possible combinations. By the end of this step, children should
Possible sentence stems
be able to use multiplication to calculate the total number of
possibilities, as a more efficient strategy than listing them all.
• For every , there are
There are × = possibilities altogether.

• For each , there are choices of

There are ways altogether.
Things to look out for
• I know that I have found them all because ...

• When writing lists, unless working systematically,

children may omit some possibilities and/or count some
National Curriculum links
possibilities more than once.

• Children may not recognise the link between listing the

• Solve problems, including missing number problems, involving
multiplication and division, including positive integer scaling
number of possibilities and the multiplication calculation problems and correspondence problems in which n objects are
that can be done. connected to m objects

© White Rose Maths 2022

Year 3 | Spring term | Block 1 – Multiplication and division B | Step 11

How many ways?

Key learning
• Huan has three T-shirts and four pairs T-shirt Shorts • Ron has three hats and two scarves.
of shorts. white blue
Complete the table to show how many white white
different outfits he can make. white spotty
white stripy

He chooses a hat and a scarf.

List all the possible combinations he can wear.
Use a multiplication to work out the number of combinations.
How many combinations are there if Ron buys four more scarves?

• Aisha is choosing a snack and a drink.

• Alex has four shape cards and two digit cards. How many possible combinations are there?

1 2 snacks drinks

She chooses a shape and a digit. Crisp

s
Wa ter

Use a table to find all the different ways that she can do this.
How many different ways can you find?
How do you know that you have found them all?

© White Rose Maths 2022

Year 3 | Spring term | Block 1 – Multiplication and division B | Step 11

How many ways?

Reasoning and problem solving

Annie chooses a piece of fruit Brett is choosing an ice cream.

and a drink. He chooses one flavour of ice cream
and one sauce.
There are 6 ice cream flavours. 4

There are 24 possible combinations of

Wa ter

ice cream and sauce.

How many sauces are there?

15
There are 5 kinds
Tommy has some jumpers and
of fruit and 3 drinks.
5 + 3 = 8, so there are pairs of trousers.
10
8 possible combinations He has more jumpers than pairs of
I could have. trousers. 5 jumpers and 3
pairs of trousers
He can make 15 different outfits.
Explain why Annie is wrong. 15 jumpers
How many jumpers could he have?
How many possible combinations and 1 pair of
How many pairs of trousers could trousers
are there altogether?
he have?
How many possible combinations
Compare answers with a partner.
include a bottle of drink?

© White Rose Maths 2022