Maths
Multiplication and division practice
Practise the 6, 7 and 8 times tables through a timed number track, missing-factor questions and related division facts. Pupils then use multiplication to solve short word problems and compare their own attempts. Start without a timer if speed would distract from accurate reasoning.
Use three numbers to connect multiplication and division. Only the source example has been completed.
Read the complete materialRead the material
Practise the 6, 7 and 8 times tables through a timed number track, missing-factor questions and related division facts. Pupils then use multiplication to solve short word problems and compare their own attempts. Start without a timer if speed would distract from accurate reasoning.
Activity. Use the preview for diagrams and layout.
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NAME CLASS DATE LEARNING GOAL Know the 6, 7 and 8 times tables and use them to divide. SUCCESS CRITERIA I can recall 6, 7 and 8 times-table facts quickly. I can find a missing number in a multiplication. I can use a multiplication fact to divide. 1 Speed track 24 points Start a timer at Go. Follow the path and write each answer in its tile. Stop the timer at Finish. Go START FINISH TRY 1 My time min s My score out of 24 2 Missing tiles 8 points Think: how many 7s make 42? a × 7 = 42 b 8 × = 64 c × 6 = 54 d 7 × = 56 e × 8 = 72 f 6 × = 66 g × 7 = 84 h 8 × = 32 3 Fact family triangle 3 points Three numbers, four facts. One is done for you. 42 6 7 × ÷ × = × = ÷ = ÷ = Multiplication and division practice 1 RACE 2 DIVIDE 3 ANSWERS MATHS AGES 8 TO 10 6, 7 AND 8 TIMES TABLES Times-table speed track Race the track, find the missing tiles, then turn your facts into division. 6 × 4 1 7 × 3 2 8 × 5 3 6 × 7 4 7 × 9 5 8 × 2 6 6 × 9 7 7 × 5 8 8 × 8 9 6 × 6 10 7 × 8 11 8 × 4 12 6 × 12 13 7 × 7 14 8 × 9 15 6 × 3 16 7 × 11 17 8 × 3 18 6 × 8 19 7 × 4 20 8 × 12 21 6 × 11 22 7 × 12 23 8 × 11 24 6 7 42 Page 1 of 2
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4 Related division facts 16 points One multiplication fact gives you two division facts. Use the fact on each card. 7 × 9 = 63 63 ÷ 7 = 63 ÷ 9 = 8 × 6 = 48 48 ÷ 8 = 48 ÷ 6 = 6 × 12 = 72 72 ÷ 6 = 72 ÷ 12 = 8 × 7 = 56 56 ÷ 8 = 56 ÷ 7 = 5 Word problem ladder 6 points Start at Level 1. Write a number sentence, then the answer. 6 Beat your own score Race the track again. Beat Try 1? Colour the token. TRY 2 min s / 24 TRY 3 min s / 24 BONUS ROUND Find every number up to 72 that is in both the 6 and the 8 times tables. HOW WELL DO I KNOW THESE TABLES? Not yet Getting there Got it Multiplication and division practice 1 RACE 2 DIVIDE 3 ANSWERS MATHS AGES 8 TO 10 DIVISION Divide and level up LEVEL 1 A box holds 6 eggs. How many eggs are in 8 boxes? ANSWER 56 children sit in rows of 7. How many rows are there? ANSWER EGGS ROWS LEVEL 2 Stickers come in packs of 8. Ali has 72 stickers. How many packs is that? ANSWER There are 7 days in a week. How many days are there in 12 weeks? ANSWER PACKS DAYS LEVEL 3 A class has 3 packs of 8 pencils. It is given 4 more packs. How many pencils now? ANSWER A baker makes 9 trays of 6 buns. She sells 40 buns. How many buns are left? ANSWER PENCILS BUNS Page 2 of 2
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Multiplication and division practice Teacher companion Mathematics | Pupils aged 8 to 10 Use with the exact 2-page original file. Keep pupil or staff activity pages separate from this teacher companion. When to use it Use this after pupils have met multiplication facts for 6, 7 and 8 and are ready to connect them with division. Start without a timer if speed would distract from accurate reasoning. The word problems move from direct multiplication or division to two-step contexts, so choose the section that fits the lesson. Purpose Recall selected 6, 7 and 8 multiplication facts, find a missing factor, and use a known multiplication fact to calculate a related division fact. Start here Read the learning goal and success criteria, then model one track question without timing. Check that pupils know to begin at Go and write one answer in each numbered tile. A teaching sequence 1. Work through the speed track at a steady pace. Ask pupils to explain one answer using equal groups or a known fact before recording it. 2. Choose one Missing Tiles question. Ask, “What number multiplied by 7 makes 42?” and invite pupils to check by reversing the calculation. 3. Complete a Fact Family Triangle, writing two multiplication and two division statements from the same three numbers. 4. Use a Related Division Facts card, then select a word problem. Ask pupils to write the number sentence as well as the answer. Checking guidance Speed track 1-24: 24, 21, 40, 42, 63, 16, 54, 35, 64, 36, 56, 32, 72, 49, 72, 18, 77, 24, 48, 28, 96, 66, 84, 88. Missing tiles a-h: 6, 8, 9, 8, 9, 11, 12, 4. Triangle: 6 x 7 = 42, 7 x 6 = 42, 42 ÷ 6 = 7, 42 ÷ 7 = 6. Division cards, in printed order: 9 and 7; 6 and 8; 12 and 6; 7 and 8. Word problems: 48 eggs, 8 rows, 9 packs, 84 days, 56 pencils, 14 buns. Bonus: positive common multiples through 72 are 24, 48 and 72. If a pupil includes zero and explains the zero multiple, accept it or clarify that the intended range is positive. Timing is optional; review the fact relationships as well as speed. Support Remove the timer and keep a multiplication grid or equal-groups drawing available. Begin with a familiar factor such as 6 × 4, then use the same three numbers to build a division fact. Let pupils complete one level of the word-problem ladder before choosing another. Take it further Ask pupils to find a number that appears in both the 6 and 8 times tables, then explain the pattern. For a word problem, ask them to write a second equation that checks the result and identify whether the context needs multiplication, division or more than one operation. Things to keep in mind Timed completion is optional; the worksheet's learning goal is the multiplication and division relationship. A speed score alone does not show reasoning. Model how to check a fact and inspect completed work for accuracy with a known related fact. Multiplication and division practice Teacher companion | Page 1
A teaching sequence
Recall selected 6, 7 and 8 multiplication facts, find a missing factor, and use a known multiplication fact to calculate a related division fact.
Explain a table fact
Work through the speed track at a steady pace. Ask pupils to explain one answer using equal groups or a known fact before recording it.
Which equal groups or known fact helped you find that product?
Find the missing factor
Choose one Missing Tiles question and invite pupils to check their answer using division.
What number multiplied by 7 makes 42?
Use three numbers to connect multiplication and division. Only the source example has been completed.
Read the complete materialBuild the fact family
Complete a Fact Family Triangle, writing two multiplication and two division statements from the same three numbers.
Can the same three numbers make two multiplication and two division facts?
Use facts in a problem
Use a Related Division Facts card, then select a word problem. Ask pupils to write the number sentence as well as the answer.
What do the groups and the answer count in this story?
Before you teach
Look for the thinking behind an answer, choose the support your class needs and leave room for an independent response.
What to look for
Speed track 1-24: 24, 21, 40, 42, 63, 16, 54, 35, 64, 36, 56, 32, 72, 49, 72, 18, 77, 24, 48, 28, 96, 66, 84, 88. Missing tiles a-h: 6, 8, 9, 8, 9, 11, 12, 4. Triangle: 6 x 7 = 42, 7 x 6 = 42, 42 ÷ 6 = 7, 42 ÷ 7 = 6. Division cards, in printed order: 9 and 7; 6 and 8; 12 and 6; 7 and 8. Word problems: 48 eggs, 8 rows, 9 packs, 84 days, 56 pencils, 14 buns. Bonus: positive common multiples through 72 are 24, 48 and 72. If a pupil includes zero and explains the zero multiple, accept it or clarify that the intended range is positive. Timing is optional; review the fact relationships as well as speed.
Give a little support
Remove the timer and keep a multiplication grid or equal-groups drawing available. Begin with a familiar factor such as 6 × 4, then use the same three numbers to build a division fact. Let pupils complete one level of the word-problem ladder before choosing another.
Take the idea further
Ask pupils to find a number that appears in both the 6 and 8 times tables, then explain the pattern. For a word problem, ask them to write a second equation that checks the result and identify whether the context needs multiplication, division or more than one operation.
Things to keep in mind
Timed completion is optional; the worksheet's learning goal is the multiplication and division relationship. A speed score alone does not show reasoning. Model how to check a fact and inspect completed work for accuracy with a known related fact.
Keep the idea. Make it yours.
Bring your topic, learning goal and class context to PLAI™, then review what you create.
Ideas to try with your class
Sample teaching perspectives on what to try, what to adapt and what to watch for.
Meet The Creators
Meet the creators whose teaching interests connect with this template. Find an approach to try with your class.
Tyler Brooks
I plan Year 4 English, mathematics, science and inquiry around pupils’ different prior curricula, using clear purposes, examples and language so they can compare approaches and explain their thinking.
Meet the creatorPriya Nandakumar
I want all pupils to work with a meaningful mathematical idea and have a chance to explain, test or revise their approach.
Meet the creator
Daniel Okafor
I use worked examples, small steps and retrieval in Year 6 Mathematics, looking at wrong answers to decide what needs modelling again and which question to follow up.
Meet the creator
Marcus Bell
I use small steps and careful representations so pupils can see how a method works rather than guess which procedure to copy.
Meet the creator
Notes Between Bells
The two-page practice combines a 24-question 6/7/8 speed track, eight missing factors, fact-family triangles, related divisions and a word-problem ladder. Pupils can repeat the track and compare their own score.
Paperclip Perspective
For ages 8 to 10, the material links multiplication recall to division facts rather than treating them as separate procedures. The triangle model shows how the same three numbers make four related equations.
One More Question
Let pupils use one known fact to fill both division statements before moving to the next card. The “beat your own score” instruction keeps the timed element self-referential rather than ranking classmates.
Board Eraser
A fast track score measures recall on these selected facts, not overall multiplication understanding. Review errors in the related divisions and word problems, and keep timing from becoming pressure for pupils who need more thinking time.