Math lesson plan · 3rd grade (Year 4 in England) · 45 minutes
The 4 times table
Multiplication and division
CCSS 3.OA.C.7England: Y3 Multiplication and division
Objective and success criteria
Students will: The 4 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 8 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 · 5 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.
- 3 × 5 = ? → 15Prompt: Count in 5s, 3 times.
- Felix counts 3 hands (5 fingers each). How many fingers is that? → 15Prompt: Each one has 5.
- 2 × 5 = ? → 10Prompt: Count in 5s, 2 times.
Hook · 5 min
- Show an array of chairs, eggs or windows and ask how many there are without counting one by one.
- Share the objective: The 4 times table. Read the success criteria together.
I do: model it · 10 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: 4 × 5 = ?
- Step 1: 5 × 2 = 10, 10 × 2 = 20
- Step 2: 4 × 5 = 20
- Answer: 20
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 10 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- 4 × 9 = ? → 36Prompt: Count in 4s, 9 times.
- __ × 4 = 44 → 11Prompt: How many 4s make 44?
You do: independent practice · 10 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 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Arjun says 4 × 10 = 39. Spot the mistake: what is 4 × 10 really? → 40Prompt: Is 39 in the 4 times table at all?
- 3 × 4 = ? → 12Prompt: Count in 4s, 3 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 8 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