Math lesson plan · 3rd grade (Year 4 in England) · 30 minutes
Compare products and quotients without calculating everything
Multiplication and division
CCSS 3.OA.C.7England: Y4 Multiplication and division
Objective and success criteria
Students will: Compare products and quotients without calculating everything.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Times tables to 12 × 12
Leads to: the next skill in this area.
Materials: Counters for arrays, Multiplication grid, Base-ten blocks, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 4 min
- Quick retrieval from earlier learning (Times tables to 12 × 12). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- 12 × 4 = ? → 48Prompt: Is there a fact you already know that is close?
- __ × 11 = 132 → 12Prompt: Which number in the 11 times table gives 132?
- Which of these is 10 × 9? (100 / 81 / 19 / 90) → 90Prompt: Use a fact you know and adjust.
Hook · 3 min
- Show an array of chairs, eggs or windows and ask how many there are without counting one by one.
- Share the objective: Compare products and quotients without calculating everything. Read the success criteria together.
I do: model it · 7 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Choose the sign: 6 × 7 __ 4 × 10
- Step 1: 42 > 40
- Answer: >
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 6 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Choose the sign: 6 × 4 __ 2 × 6 (< / > / =) → >Prompt: Work out each side.
- Without multiplying, choose the sign: 8 × 8 __ 8 × 7 (< / > / =) → >Prompt: Both have 8 groups. Which has more in each group?
You do: independent practice · 7 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 6 questions are on the student sheet below, with answers in the key.
Exit ticket · 3 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Choose the sign: 9 × 5 __ 7 × 7 (< / > / =) → <Prompt: Work out each side.
- Without multiplying, choose the sign: 10 × 5 __ 10 × 6 (< / > / =) → <Prompt: Both have 10 groups. Which has more in each group?
Watch out for
- Thinking multiplying always makes a number bigger.
- Dropping a zero in long multiplication when moving to the tens row.
Support and stretch
Support
- Review first: Times tables to 12 × 12.
- Use concrete materials: counters for arrays.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/math/grade-3.
Free lesson plan from eurekami.com/lesson-plan-builder