Math lesson plan · 3rd grade (Year 4 in England) · 45 minutes
Properties of multiplication
Multiplication and division
CCSS 3.OA.B.5England: Y4 Multiplication and division
Objective and success criteria
Students will: Properties of multiplication.
- 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: Multiply by a one-digit number
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.
- 10 × 1 = ? → 10Prompt: Count in 10s, 1 times.
- Daniel counts 5 hands (5 fingers each). How many fingers is that? → 25Prompt: Each one has 5.
- 12 × 5 = ? → 60Prompt: Count in 5s, 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: Properties of multiplication. 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 × 4 × 3 = ? (Tip: you can multiply in any order.)
- Step 1: 4 × 4 = 16
- Step 2: 16 × 3 = 48
- Answer: 48
- 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.
- 2 × 3 × 5 = ? (Tip: you can multiply in any order.) → 30Prompt: Pick the pair that is easiest to multiply first.
- 10 × 1 = __ → 10Prompt: What happens when you have 1 group of a number?
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.
- 7 × 1 = __ → 7Prompt: What happens when you have 1 group of a number?
- 2 × 5 × 3 = ? (Tip: you can multiply in any order.) → 30Prompt: Pick the pair that is easiest to multiply first.
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: Multiply by a one-digit number.
- 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