Math lesson plan · 3rd grade (Year 4 in England) · 60 minutes
Times tables: 2, 5 and 10
Multiplication and division
CCSS 3.OA.C.7England: Y2 Multiplication and division
Objective and success criteria
Students will: Times tables: 2, 5 and 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: Arrays and multiplication; Skip count by 2s, 5s, 10s and 100s
Leads to: Times tables to 12 × 12; Properties of multiplication; Scaled bar graphs and pictograms
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 (Arrays and multiplication; Skip count by 2s, 5s, 10s and 100s). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Count by 10s. What is missing? 100, 110, 120, 130, __ → 140Prompt: How much does the count go up each time?
- Count by 5s. What is missing? 40, 45, __, 55, 60 → 50Prompt: How much does the count go up each time?
- Count by 100s. What is missing? 500, 600, __, 800, 900 → 700Prompt: How much does the count go up each time?
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: Times tables: 2, 5 and 10. 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: 10 × 9 = ?
- Step 1: 10, 20, 30, 40, 50, 60, 70, 80, 90
- Step 2: 9 × 10 = 90
- Answer: 90
- 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 × 1 = ? → 5Prompt: Count in 5s, 1 times.
- Mei counts 6 hands (5 fingers each). How many fingers is that? → 30Prompt: Each one has 5.
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.
- 5 × 1 = ? → 5Prompt: Count in 5s, 1 times.
- Noah counts 7 pairs of socks. How many socks is that? → 14Prompt: Each one has 2.
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: Arrays and multiplication.
- 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: Times tables to 12 × 12; Properties of multiplication; Scaled bar graphs and pictograms.
- 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