Math lesson plan · 3rd grade (Year 4 in England) · 45 minutes
Count in multiples of 6, 7, 9, 25 and 1000
Number sense
CCSS 3.OA.D.9England: Y4 Number and place value
Objective and success criteria
Students will: Count in multiples of 6, 7, 9, 25 and 1000.
- 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: Skip count by 2s, 5s, 10s and 100s
Leads to: the next skill in this area.
Materials: Place value chart, Base-ten blocks or a number line, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 5 min
- Quick retrieval from earlier learning (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 5s. What is missing? 30, 35, 40, 45, __ → 50Prompt: How much does the count go up each time?
- Count back by 5s: 55, 50, 45, 40, __ → 35Prompt: Each number is less than the one before. By how much?
- Count by 10s. What is missing? 60, 70, __, 90, 100 → 80Prompt: How much does the count go up each time?
Hook · 5 min
- Show a number in the news or a price tag and ask what each digit is worth.
- Share the objective: Count in multiples of 6, 7, 9, 25 and 1000. 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: Count backwards in 25s: 250, 225, 200, 175, __. What comes next?
- Step 1: 175 − 25 = 150
- Answer: 150
- 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.
- Count backwards in 9s: 54, 45, 36, 27, __. What comes next? → 18Prompt: Each number is 9 less than the one before.
- Kofi counts in 25s starting at 0. Which of these numbers will they say? (276 / 273 / 278 / 275) → 275Prompt: The numbers said are the multiples of 25.
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.
- Count backwards in 9s: 90, 81, 72, 63, __. What comes next? → 54Prompt: Each number is 9 less than the one before.
- Luis counts in 25s starting at 0. Which of these numbers will they say? (228 / 226 / 225 / 230) → 225Prompt: The numbers said are the multiples of 25.
Watch out for
- Reading 1,045 as one thousand four hundred five: point to each place and say its value.
- Thinking a longer number is always bigger, even with decimals (0.45 vs 0.5).
Support and stretch
Support
- Review first: Skip count by 2s, 5s, 10s and 100s.
- Use concrete materials: place value chart.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- 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