Multiply Mastery

Year Level

Year 4 (Intermediate Primary)

Duration

45 minutes

Class Size

25 students

---

Curriculum Context

This lesson supports the following aspects of the New Zealand Curriculum Refresh (Te Mātaiaho Mathematics and Statistics, Years 0–8, 2024 version):

• Number and Algebra - Operations and Algebraic Thinking
  • Recall multiplication and corresponding division facts for 4s and 6s.
  • Recall multiplication facts for 7s, 8s, and 9s.
  • Connect multiplication with skip counting using jumps on a number line or arrays.
  • Generalise the distributive property of multiplication over addition (e.g., 7 × 8 = 7 × (5 + 3) = (7 × 5) + (7 × 3)).
  • Provide a range of tasks for fluency development, including multiplication table grids, arrays, and games.
• Mathematical Competencies
  • Engage in thinking, reasoning, and strategic approaches.
  • Use representations such as arrays or number lines.
  • Communicate mathematically using correct mathematical language.

Reference:

• Te Mātaiaho Mathematics 0–8, pages 24, 62-63, 66 (October 2024)

---

Learning Objectives

By the end of this lesson, students will be able to:

1. Understand multiplication as repeated addition and equal groups.
2. Use arrays and skip counting on a number line to solve multiplication problems.
3. Recall and practice multiplication facts for 4s, 6s, 7s, 8s, and 9s.
4. Apply the distributive property to break down complex multiplication problems.
5. Communicate their understanding using mathematical language such as “groups of,” “times,” “array,” and “multiply.”

---

Materials Needed

• Large laminated number lines (0 to 100) for classroom display.
• Sets of coloured counters (minimum 25 per student group).
• Multiplication fact cards (for 4s, 6s, 7s, 8s, 9s).
• Whiteboards and markers for each student.
• Printed arrays grid sheets (up to 10 x 10).
• Dice (1 per group).
• Timer or stopwatch.

---

Lesson Overview & Timing

Time	Activity	Description
0-5 min	Introduction & Warm-up	Whole class skip counting chant for 4s, 6s, 7s, 8s, and 9s.
5-18 min	Hands-on Activity: Array Building Game	In groups, students roll dice, build arrays with counters, and write multiplication facts.
18-30 min	Number Line Skip Counting Challenge	Using large number lines, students jump in groups to solve multiplication facts focusing on distributive property.
30-38 min	Distributive Property Mini-Lesson	Teacher models breaking down multiplication facts using distributive property (e.g., 7 × 8 = 7 × (5 + 3)) with visuals and arrays.
38-43 min	Paired Practice & Explanation	Students explain their thought process to a partner solving multiplication problems using arrays and distributive property.
43-45 min	Assessment & Reflection	Quick individual quiz on whiteboards with multiplication problems; teacher observes and notes fluency and conceptual understanding.

---

Detailed Step-by-step Instructions

1. Introduction & Warm-up (0-5 mins)

• Engage the class in a lively chant skipping counting by 4s, 6s, 7s, 8s, and 9s.
• Invite students to call out the next number in sequence to build enthusiasm.
• Explain today’s focus: “We are learning multiplication by making groups and jumping on number lines!”

2. Hands-on Activity: Array Building Game (5-18 mins)

• Divide the class into groups of 4-5 students.
• Each group:
  • Rolls two dice — one die for “rows,” one for “columns.”
  • Using coloured counters, build an array corresponding to those dice numbers (e.g., 4 rows × 7 columns).
  • Count the total counters together (e.g., 4 × 7).
  • Write the multiplication fact on their whiteboards.
• Rotate dice rolls 3 times.
• The teacher circulates, ensuring groups use the correct language—“rows,” “columns,” “groups of,” “multiply.”

3. Number Line Skip Counting Challenge (18-30 mins)

• Set up the large number lines on the classroom floor or walls.
• Demonstrate how to use skip counting by jumping in equal steps to solve multiplication facts.
• Call out multiplication facts (e.g., 7 × 8). Students work in pairs to mark the jumps on the number line and find answers.
• Emphasise breaking problems down where numbers are split (e.g., 7 × 8 as 7 × 5 + 7 × 3).

4. Distributive Property Mini-Lesson (30-38 mins)

• On the whiteboard, model 7 × 8 visually using an array split into two parts: 7 × 5 and 7 × 3.
• Connect this with skip counting on the number line.
• Explain “distributive property” — how multiplication over addition works.
• Use student examples from previous activities to reinforce the idea.

5. Paired Practice & Explanation (38-43 mins)

• Students form pairs.
• Each student shares how they solved a multiplication problem using arrays or skip counting.
• Encourage use of correct terms and logical explanations.
• Teacher listens and supports each pair, providing feedback.

6. Assessment & Reflection (43-45 mins)

• On individual whiteboards, students write answers to 4 quick multiplication questions involving facts for 4s, 6s, 7s, 8s, or 9s.
• Example questions:
  • 4 × 6 =
  • 7 × 8 =
  • 6 × 9 =
  • 8 × 7 =
• Teacher collects or observes responses to gauge understanding.
• End with a quick reflection question: “What is one thing you found easy or fun today about multiplication?”

---

Assessment Ideas

• Formative:
  • Observe group activities for correct use of mathematical vocabulary.
  • Listen to explanations during paired practice for conceptual understanding.
• Summative:
  • Quick individual multiplication fact quiz on whiteboards at the end of the lesson to measure fluency.
• Feedback:
  • Use observation notes to guide next steps, such as reinforcing skip counting or properties of multiplication.
• Self-assessment:
  • Encourage students to reflect verbally on what helped them solve the problems accurately.

---

Teacher Notes

• Use positive reinforcement to build confidence in multiplication.
• Encourage students to explain their thinking often to develop communication competency.
• Adapt dice number range or multiplication facts based on class prior knowledge.
• Consider pairing students strategically to provide peer support.
• Use arrays or number lines physically rather than just abstract numbers to promote hands-on learning.

---

This lesson plan provides an interactive, kinaesthetic, and conceptual approach to teaching multiplication that thoroughly aligns with the latest New Zealand Curriculum Refresh for Year 4 students, making learning both fun and meaningful.