Math lesson plan · 3rd grade (Year 4 in England) · 45 minutes
Multiply by multiples of 10
Multiplication and division
CCSS 3.NBT.A.3England: Y4 Multiplication and division
Objective and success criteria
Students will: Multiply by multiples of 10.
- 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 to 12 × 12
Leads to: Multiply by a one-digit number; Multiply a two-digit number by a one-digit number by partitioning; Multiply whole numbers by 10, 100 and 1000
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 to 12 × 12). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- 8 × 6 = ? → 48Prompt: Is there a fact you already know that is close?
- __ × 11 = 55 → 5Prompt: Which number in the 11 times table gives 55?
- Which of these is 6 × 12? (82 / 18 / 72 / 78) → 72Prompt: Use a fact you know and adjust.
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 multiples of 10. 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: 6 × 70 = ?
- Step 1: 6 × 7 = 42
- Step 2: 42 × 10 = 420
- Answer: 420
- 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 × 50 = ? → 200Prompt: 50 is 5 tens.
- 50 × 50 = ? → 2500Prompt: Multiply the non-zero digits first.
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.
- 40 × 50 = ? → 2000Prompt: Multiply the non-zero digits first.
- 6 × 60 = ? → 360Prompt: 60 is 6 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: Times tables to 12 × 12.
- 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; Multiply a two-digit number by a one-digit number by partitioning; Multiply whole numbers by 10, 100 and 1000.
- 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