Math lesson plan · 4th grade (Year 5 in England) · 30 minutes
Multiply a three-digit number by a one-digit number
Multiplication and division
CCSS 4.NBT.B.5England: Y4 Multiplication and division
Objective and success criteria
Students will: Multiply a three-digit number by a one-digit number.
- 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: Multiply a two-digit number by a one-digit number by partitioning
Leads to: Multiply a four-digit number by a one-digit number; Multi-step word problems with whole numbers; Long multiplication: three-digit by two-digit
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 (Multiply a two-digit number by a one-digit number by partitioning). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- 43 × 8 = ? → 344Prompt: Split 43 into tens and ones: 40 + 3.
- There are 8 rows with 78 chairs in each. How many chairs are there altogether? → 624Prompt: You need 8 × 78.
- Yuki worked out 40 × 3 as 40 × 3 + 0 = 120. What mistake was made, and what is the right answer? → 120Prompt: Did Yuki multiply both parts of 40 by 3?
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: Multiply a three-digit number by a one-digit number. 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: 583 × 3 = ?
- Step 1: 500 × 3 = 1500
- Step 2: 80 × 3 = 240
- Step 3: 3 × 3 = 9
- Step 4: 1500 + 240 + 9 = 1749
- Answer: 1749
- 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.
- 394 × 9 = ? → 3546Prompt: Multiply the hundreds, tens and ones separately.
- There are 3 teams with 435 players in each. How many players are there altogether? → 1305Prompt: You need 3 × 435.
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.
- Maya did 264 × 8 in columns and got 2082. Maya forgot to carry. What is the correct answer? → 2112Prompt: 4 × 8 = 32. What should be carried to the tens?
- There are 3 rows with 473 chairs in each. How many chairs are there altogether? → 1419Prompt: You need 3 × 473.
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: Multiply a two-digit number by a one-digit number by partitioning.
- 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: Multiply a four-digit number by a one-digit number; Multi-step word problems with whole numbers; Long multiplication: three-digit by two-digit.
- 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-4.
Free lesson plan from eurekami.com/lesson-plan-builder