Math lesson plan · 3rd grade (Year 4 in England) · 45 minutes
Times tables to 12 × 12
Multiplication and division
CCSS 3.OA.C.7England: Y3 Multiplication and divisionEngland: Y4 Multiplication and division
Objective and success criteria
Students will: Times tables to 12 × 12.
- 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: Factors, multiples, primes; Multiply and divide integers; Division facts
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.
- 6 × 2 = ? → 12Prompt: Count in 2s, 6 times.
- Sam counts 4 hands (5 fingers each). How many fingers is that? → 20Prompt: Each one has 5.
- 10 × 12 = ? → 120Prompt: Count in 10s, 12 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: Times tables to 12 × 12. 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: 5 × 7 = ?
- Step 1: 4 × 7 = 28, 28 + 7 = 35
- Step 2: 5 × 7 = 35
- Answer: 35
- 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.
- 8 × 5 = ? → 40Prompt: Is there a fact you already know that is close?
- __ × 5 = 40 → 8Prompt: Which number in the 5 times table gives 40?
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.
- __ × 6 = 66 → 11Prompt: Which number in the 6 times table gives 66?
- 4 × 8 = ? → 32Prompt: Is there a fact you already know that is close?
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: Factors, multiples, primes; Multiply and divide integers; Division facts.
- 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