Math lesson plan · 4th grade (Year 5 in England) · 45 minutes
Multiply by a one-digit number
Multiplication and division
CCSS 4.NBT.B.5England: Y4 Multiplication and divisionEngland: Y5 Multiplication and division
Objective and success criteria
Students will: Multiply 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 by multiples of 10; Properties of multiplication
Leads to: Multiply two-digit by two-digit numbers; Divide by a one-digit number; Multiply decimals
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 by multiples of 10; Properties of multiplication). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- 5 × 60 = ? → 300Prompt: 60 is 6 tens.
- 30 × 800 = ? → 24000Prompt: Multiply the non-zero digits first.
- 6 × 80 = ? → 480Prompt: 80 is 8 tens.
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 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: 94 × 5 = ?
- Step 1: 90 × 5 = 450
- Step 2: 4 × 5 = 20
- Step 3: 450 + 20 = 470
- Answer: 470
- 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.
- 29 × 7 = ? → 203Prompt: Split 29 into tens and ones: 20 + 9.
- 522 × 6 = ? → 3132Prompt: Use short multiplication: multiply the ones, then tens, then hundreds.
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.
- 371 × 9 = ? → 3339Prompt: Use short multiplication: multiply the ones, then tens, then hundreds.
- Zara's bakery makes 3049 rolls a day. How many rolls does it make in 6 days? → 18294Prompt: The same amount each day: multiply.
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 by multiples of 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: Multiply two-digit by two-digit numbers; Divide by a one-digit number; Multiply decimals.
- 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