Math lesson plan · 4th grade (Year 5 in England) · 45 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 · 5 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.
- 20 × 3 = ? → 60Prompt: Split 20 into tens and ones: 20 + 0.
- There are 5 tanks with 30 fish in each. How many fish are there altogether? → 150Prompt: You need 5 × 30.
- Liam worked out 49 × 5 as 40 × 5 + 9 = 209. What mistake was made, and what is the right answer? → 245Prompt: Did Liam multiply both parts of 49 by 5?
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: Multiply a three-digit number by a one-digit number. 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: 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 · 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.
- 159 × 2 = ? → 318Prompt: Multiply the hundreds, tens and ones separately.
- There are 9 shelves with 485 books in each. How many books are there altogether? → 4365Prompt: You need 9 × 485.
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.
- There are 9 rows with 491 chairs in each. How many chairs are there altogether? → 4419Prompt: You need 9 × 491.
- Felix did 171 × 3 in columns. What should the answer be? → 513Prompt: 1 × 3 = 3. What should be carried to the tens?
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