AC9M3A03: Recall and demonstrate proficiency with multiplication facts for 3, 4, 5 and 10; extend and apply facts to develop the related division facts

Facts for 3, 4, 5 and 10 can be built from patterns, arrays and known facts. Each multiplication fact connects to related division facts.

Learning routine: Build pattern → Recall fact → Use relationship → Divide → Check

Success looks like

• Recall 3s facts
• Recall 4s facts
• Recall 5s and 10s
• Use related division
• Derive facts

Success criteria:

• Recall 3s facts
• Recall 4s facts
• Recall 5s and 10s
• Use related division
• Derive facts

Students should be comfortable with addition and subtraction facts to 20, simple equal groups and number sentences, and using symbols to represent an unknown or repeated relationship. Revisit a concrete or pictorial model first if the symbols are not yet meaningful.

Key idea: Facts for 3, 4, 5 and 10 can be built from patterns, arrays and known facts. Each multiplication fact connects to related division facts.

Learning routine: Build pattern → Recall fact → Use relationship → Divide → Check

multiplication fact

a known multiplication statement

related division fact

a division statement made from the same fact family

proficiency

being accurate, efficient and flexible

What is the big idea in this topic?

Facts for 3, 4, 5 and 10 can be built from patterns, arrays and known facts. Each multiplication fact connects to related division facts.

What routine should I use?

Build pattern → Recall fact → Use relationship → Divide → Check

How do I know I am ready to move on?

You can recall 3s facts, recall 4s facts, recall 5s and 10s, use related division, derive facts and explain how your model or calculation supports the answer.

• Repeated addition too slow — Use patterns and known facts for recall.
• Division fact does not match total — The dividend is the whole product.
• Mixing 4s and 5s patterns — Use arrays or doubling to verify.

1. What is 7 × 4?

   • 28
   • 24
   • 35
   • 74

2. Complete the related fact.

   Prompt: 5 × 9 = 45, so 45 ÷ 5 = □.

3. What is 36 ÷ 3?

   • 12
   • 9
   • 11
   • 18

4. Explain how 10 × 8 can help you find 5 × 8.

5. Match the fact to its answer.

   Match: 8 × 3 • 6 × 4 • 7 × 5 ↔ 35 • 24 • 24

6. Complete the fact.

   Prompt: 4 × □ = 32

1. Find 12 × 4 using two derived-fact strategies and compare them.

2. Create a pattern puzzle involving multiples of 3, 4, 5 and 10 with one missing number.

Explain the reasoning, not only the final answer.

1. Write the multiplication and two division facts shown by 5 rows of 6.

2. A student says 40 ÷ 5 = 45 because the numbers 4 and 5 are used. Explain the correct fact.

Review hint: Follow the routine “Build pattern → Recall fact → Use relationship → Divide → Check” and use the worked model to check whether your answer is reasonable.

• I can recall 3s facts.
• I can recall 4s facts.
• I can recall 5s and 10s.
• I can use related division.
• I can derive facts.

Quick check: What is 7 × 4? • What division fact matches 5 × 9 = 45? • Use 10 × 6 to derive 5 × 6.

Read the topic guide and use the teacher slide for instruction. Students can then use the worksheet for written work, open Practice for supported feedback, or take the Test when they are ready.

The content description and elaborations below show the curriculum ideas taught in this unit. Items marked as teaching context support lesson planning.

• Content description: recall and demonstrate proficiency with multiplication facts for 3, 4, 5 and 10; extend and apply facts to develop the related division facts
• E1: using concrete or virtual manipulatives, groups and repeated addition to recognise patterns and establish the 3, 4, 5 and 10 multiplication facts; ; using the language of “3 groups of 2 equals 6” to develop into “3 twos are 6” and extend to establish the 3 \times 10 multiplication facts and related division facts
• E2: recognising that when they multiply a number by 5, the resulting number will either end in a 5 or a zero; using a calculator or spreadsheet to generate a list of the multiples of 5 to develop the multiplication and related division facts for fives
• E3: practising calculating and deriving multiplication facts for 3, 4, 5 and 10, explaining and recalling the patterns in them and using them to derive related division facts
• E4: systematically exploring algorithms used for repeated addition, comparing and describing what is happening, and using them to establish the multiplication facts for 3, 4, 5 and 10; for example, following the sequence of steps, the decisions being made and the resulting solution, recognising and generalising any emerging patterns

Australian, Victorian and NSW alignment retained from the previous page

• Australian Curriculum Version 9.0 — ACARA
• Victorian Curriculum — VCAA
• NSW Curriculum — NESA

Official curriculum sites are the source of record.

• AC9M3A02 — Efficient Mental Addition and Subtraction
• AC9M3M01 — Choosing Metric Units and Estimating
• All Year 3 Mathematics topics

Curriculum equivalents for Recall and demonstrate proficiency with multiplication facts for 3, 4...

Mapped skill: recall and demonstrate proficiency with multiplication facts for 3, 4, 5 and 10; extend and apply facts to develop the related division facts

These references identify matching or closely related learning. Curriculum sequence, terminology and depth vary, so teachers should use the mapped skill and lesson difficulty to confirm suitability.

Australian Curriculum v9.0 is the canonical source for this SkillrHub lesson. Victoria and NSW entries name the closest published state codes or outcomes; international entries are planning references rather than claims of identical curricula.