Math lesson plan · 3rd grade (Year 4 in England) · 30 minutes
The 3 times table
Multiplication and division
CCSS 3.OA.C.7England: Y3 Multiplication and division
Objective and success criteria
Students will: The 3 times table.
- 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: 2, 5 and 10
Leads to: The 6 times table; The 9 times table; Divide by 3, 4 and 8
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: 2, 5 and 10). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- 4 × 2 = ? → 8Prompt: Count in 2s, 4 times.
- Chloe counts 8 hands (5 fingers each). How many fingers is that? → 40Prompt: Each one has 5.
- 5 × 2 = ? → 10Prompt: Count in 2s, 5 times.
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: The 3 times table. 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: 3 × 5 = ?
- Step 1: 5 + 5 + 5 = 15
- Step 2: 3 × 5 = 15
- Answer: 15
- 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.
- 3 × 9 = ? → 27Prompt: Count in 3s, 9 times.
- 3 × __ = 30 → 10Prompt: How many 3s make 30?
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.
- Yuki says 3 × 7 = 31. Spot the mistake: what is 3 × 7 really? → 21Prompt: Is 31 in the 3 times table at all?
- 3 × 11 = ? → 33Prompt: Count in 3s, 11 times.
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: 2, 5 and 10.
- 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
- Move on to: The 6 times table; The 9 times table; Divide by 3, 4 and 8.
- 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