Math lesson plan · 3rd grade (Year 4 in England) · 60 minutes
The 7 times table
Multiplication and division
CCSS 3.OA.C.7England: Y4 Multiplication and division
Objective and success criteria
Students will: The 7 times table.
- 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: Divide by 6, 7 and 9
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 (Times tables: 2, 5 and 10). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- 5 × 3 = ? → 15Prompt: Count in 5s, 3 times.
- Mei counts 7 hands (5 fingers each). How many fingers is that? → 35Prompt: Each one has 5.
- 9 × 5 = ? → 45Prompt: Count in 5s, 9 times.
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: The 7 times table. 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: 7 × 12 = ?
- Step 1: 60 + 24 = 84
- Step 2: 7 × 12 = 84
- Answer: 84
- 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.
- 5 × 7 = ? → 35Prompt: Count in 7s, 5 times.
- __ × 7 = 21 → 3Prompt: How many 7s make 21?
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.
- 7 × __ = 14 → 2Prompt: How many 7s make 14?
- 7 × 1 = ? → 7Prompt: Count in 7s, 1 times.
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: Divide by 6, 7 and 9.
- 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