Multiplication Division Worksheets: Both Signs Mixed on One Page

Press Make a new sheet for new facts with both signs, or pick the tables under Sheet type, then Print.

30 problems. × and ÷ mixed: facts to 10 × 10. Sheet G1YHNE, with its answer key.

How it works

These multiplication division worksheets put × and ÷ on the same sheet, so pupils read the sign before they answer. Half the problems multiply and half divide, drawn from the same tables.

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Why mix the two signs

A pupil who knows 6 × 7 = 42 also knows 42 ÷ 6 = 7. The opening sheet sets such facts side by side up to 10 × 10. Begin with × and ÷ mixed: tables 2, 5 and 10, then move to × and ÷ mixed: every fact to 12 × 12. Common Core 3.OA.7 asks grade 3 to multiply and divide within 100 fluently, using that link.

Missing numbers and families

As division and multiplication facts worksheets, the sheets with a blank inside work hardest. Missing number, either sign: 6 × ___ = 42 asks for a factor or a divisor. Fact families: two × facts and two ÷ facts has pupils write both × facts and both ÷ facts.

  • For 56 ÷ 8, have pupils ask themselves: 8 times what makes 56?
  • Print the two-minute sheet once a week and let each pupil try to beat their own count.

Questions and answers

How do I save these as multiplication and division worksheets PDF files?

Press Print, then choose Save as PDF as the printer. The answer key is saved with the sheet, on its own page. Untick Answer key first if you want the problems alone.

Are there multi digit multiplication and division worksheets here?

Yes, in the last group under Sheet type. One sheet mixes 2-digit by 1-digit products with the matching divisions, such as 85 × 2 and 114 ÷ 6. Another gives 3-digit numbers room to work.

Do the division problems leave remainders?

No. Each division is a multiplication fact turned round, so 42 ÷ 6 comes out at 7 with nothing left. Remainders have a page of their own in the division group.

Who are math multiplication and division worksheets with both signs for?

For a class that has met both operations and now multiplies when the sign says divide. No grade is printed on the paper, so older pupils can use the same sheets to catch up.

All 14 sheet types

Both signs on one sheet 6

  • × and ÷ mixed: every fact to 12 × 12 The 11s and 12s join in: 12 × 9 = 108, 132 ÷ 11 = 12 and 96 ÷ 8 = 12. Forty problems to a page, half with each sign. For classes whose tables run to 12 × 12.
  • × and ÷ mixed: facts to 10 × 10 6 × 7 = 42 on one line and 40 ÷ 5 = 8 on the next. Half the problems multiply and half divide, in no set order, so pupils must read the sign each time. All the tables from 2 to 10 take part.
  • × and ÷ mixed: tables 2, 5 and 10 The first tables most classes learn, with their divisions: 5 × 8 = 40 beside 20 ÷ 2 = 10 and 70 ÷ 10 = 7. A gentle first sheet with both signs, because every answer can be found by counting in 2s, 5s or 10s.
  • × and ÷ mixed: tables 3, 4 and 6 4 × 6 = 24, 18 ÷ 3 = 6 and 54 ÷ 6 = 9 on one sheet. The 6s are double the 3s, so pupils who know 3 × 7 = 21 can reach 6 × 7 = 42 by doubling, and divide 42 by 6 the same way.
  • × and ÷ mixed: tables 7, 8 and 9 The facts pupils miss most, both ways round: 7 × 8 = 56 and 56 ÷ 8 = 7, 9 × 6 = 54 and 54 ÷ 9 = 6. Each division on the sheet is one of these tables turned round, so it comes out even.
  • Two minutes: × and ÷ facts to 10 × 10, timed The task line says to set a timer for 2 minutes and see how far you get. Facts such as 9 × 4 = 36 and 63 ÷ 7 = 9 are mixed on the page. Pupils count how many they finished and try to pass that number next time.
Show all 14 sheet types (8 more)

Missing numbers and fact families 3

  • Fact families: two × facts and two ÷ facts Three numbers are given, such as 6, 9 and 54. Pupils write the two multiplications and the two divisions they make: 6 × 9 = 54, 9 × 6 = 54, 54 ÷ 6 = 9 and 54 ÷ 9 = 6. No family uses the same factor twice.
  • Missing number, either sign: 6 × ___ = 42 The blank is inside the problem: 6 × ___ = 42 or 42 ÷ ___ = 6, and sometimes the first factor is the one left out. Each asks which number goes with 6 to make 42, so one fact answers every form.
  • Same or different? Swap the numbers and compare 7 × 3 and 3 × 7 are the same, both 21. But 84 ÷ 7 = 12, and 7 ÷ 84 is not 12. Pupils circle Same or Different and see that the order matters in division and not in multiplication.

Tables and bar models 2

  • Bar models: multiply or divide for the question mark A bar is cut into equal parts. When the total is missing, pupils multiply: 6 parts of 10 make 6 × 10 = 60. When a part or the number of parts is missing, they divide: 48 ÷ 8 = 6. The bar shows which.
  • In and out tables: the rule is × or ÷ Each small table has a rule on top, such as × 4 or ÷ 7, and five rows with In or Out left blank: In 6 gives Out 24 because 6 × 4 = 24, and Out 8 under ÷ 7 came from In 56. Half the tables divide.

Larger numbers 3

  • 2-digit × 1-digit and its division, mixed in a line Past the tables: 85 × 2 = 170 and 114 ÷ 6 = 19 on one sheet. Half the problems divide, and each division is a product of this size turned round, so it has a 2-digit answer and nothing left over.
  • 3-digit × 1-digit and its division, with room to work Eight problems in boxes with space to set out the working: 246 × 3 = 738 in columns, or 738 ÷ 3 = 246 under a bracket. Half multiply and half divide, and each division comes out even.
  • × and ÷ by 10 and 100, mixed 34 × 10 = 340 and 340 ÷ 10 = 34; 7 × 100 = 700 and 5,200 ÷ 100 = 52. Multiplying moves every digit one or two places to the left, and dividing moves them back.

How this list was compiled: The sheet types and worked examples were written for this page; every problem is made by the sheet generator, each division is a multiplication fact turned round, and every worked example was computed by script on 2026-10-01. The grade was read in the full text of the Common Core State Standards for Mathematics (California Department of Education copy, https://www.cde.ca.gov/be/st/ss/documents/ccssmathstandardaug2013.pdf), read on 2026-10-01: 3.OA.7 asks grade 3 to multiply and divide within 100 fluently, using the relationship between multiplication and division, and gives the example that knowing 8 × 5 = 40, one knows 40 ÷ 5 = 8. Licence: own work