Math lesson plan · 3rd grade (Year 4 in England) · 60 minutes
Multiplication and division fact families
Multiplication and division
CCSS 3.OA.B.6England: Y3 Multiplication and division
Objective and success criteria
Students will: Multiplication and division fact families.
- 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: Divide by 2, 5 and 10
Leads to: Find the unknown in multiplication and division equations
Materials: Counters for arrays, Multiplication grid, Base-ten blocks, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 6 min
- Quick retrieval from earlier learning (Divide by 2, 5 and 10). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- 10 ÷ 10 = ? → 1Prompt: 10 times what makes 10?
- 70 ÷ __ = 7 → 10Prompt: 7 times what makes 70?
- 20 ÷ 5 = ? → 4Prompt: 5 times what makes 20?
Hook · 6 min
- Show an array of chairs, eggs or windows and ask how many there are without counting one by one.
- Share the objective: Multiplication and division fact families. Read the success criteria together.
I do: model it · 12 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Which fact belongs in the same family as 2 × 10 = 20?
- Step 1: 2 × 10 = 20, 10 × 2 = 20, 20 ÷ 2 = 10, 20 ÷ 10 = 2
- Step 2: 20 ÷ 2 = 10
- Answer: 20 ÷ 2 = 10
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 12 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Which fact belongs in the same family as 2 × 4 = 8? (2 + 4 = 6 / 8 ÷ 3 = 4 / 8 − 2 = 6 / 8 ÷ 4 = 2) → 8 ÷ 4 = 2Prompt: A fact family uses the same three numbers: 2, 4 and 8.
- Given 9 × 6 = 54, what is 54 ÷ 6? → 9Prompt: Division undoes multiplication.
You do: independent practice · 17 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 · 7 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Given 5 × 12 = 60, what is 60 ÷ 12? → 5Prompt: Division undoes multiplication.
- Which fact belongs in the same family as 7 × 2 = 14? (14 − 7 = 7 / 14 ÷ 2 = 7 / 7 + 2 = 9 / 14 ÷ 8 = 2) → 14 ÷ 2 = 7Prompt: A fact family uses the same three numbers: 7, 2 and 14.
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: Divide by 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: Find the unknown in multiplication and division equations.
- 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