Mastering Grid Multiplication

I want the plan to focus on developing our Understanding on how to use the grid method to multiply 2 and 3 digit numbers by 1 digit Create a success criteria for this lesson Create a high engaging introduction and a range of questioning for this maths lesson Identify common misconceptions and areas of difficulty for developing our Understanding on how to use the grid method to multiply Create use of targeted whole class questions- Questions shouldn't just ask for the correct answer they should require pupils to explain their thinking justifying their reasoning. (Use Bloom's taxonomy to help create questions beyond basic thinking and encourage deeper thinking)

Create an example for children to copy into books and use to support work

Include AfL points throughout teaching and modelling stage ( tell me What AfL to use, where to use it?) Modelling

Plan a task that gradually increases in complexity, e.g. by adding more elements pupils need to think about or having them apply what they have been taught to different situations.

plenary

Align with White Rose Maths Scheme

Overview

Duration: 60 minutes
Class size: 30 students
Subject: Maths
Topic: Using the grid method to multiply 2 and 3-digit numbers by 1-digit numbers
National Curriculum Reference:

Number – multiplication and division:
- Year 4 Programme of Study:
  - Recall multiplication and division facts for multiplication tables up to 12 × 12
  - Use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; multiplying together three numbers
  - Solve problems involving multiplying and adding, including using the distributive law to multiply two-digit numbers by one digit (NC PoS, 2014)

Learning Objectives

By the end of the lesson, pupils will be able to:

Understand and apply the grid method to multiply 2-digit and 3-digit numbers by a 1-digit number.
Use place value knowledge to partition numbers effectively.
Explain their multiplication process clearly and justify their steps.
Solve multiplication problems of increasing complexity using the grid method.

Success Criteria

Pupils can:

Partition numbers correctly into hundreds, tens and ones.
Set out the grid multiplication method neatly with labels for place values.
Multiply each partition by the single-digit multiplier.
Add the partial products accurately to find the total.
Explain the steps of the method using correct mathematical vocabulary.
Recognise and correct mistakes based on checking work.

Resources Needed

Whiteboard and markers
Individual mini whiteboards and pens for pupils
Lined exercise books for recording
Printed grids for multiplication practice
Place value counters or base-ten apparatus (optional)

Lesson Structure

1. Introduction (10 minutes)

Engaging Starter:
Use a quick “Math Mystery” problem:

"If I have 23 apples in each basket and 4 baskets, how many apples do I have in total?"
Ask: Who can work this out in their head? Then explain: Today we will use a method that breaks numbers into parts called the grid method to make multiplying easier with bigger numbers.

Whole Class Q&A – probing understanding and prior knowledge:

What do you notice about the number 23? How could we split or partition it?
How does multiplying 20 by 4 compare to multiplying 3 by 4?
Why might breaking numbers into tens and ones help us multiply?
Can anyone explain in their own words what multiplication means?

Use these to elicit understanding of place value and multiplication facts.

2. Modelling and Teaching (15 minutes)

Step-by-step modelling on the board:
Take 23 × 4 as an example:

20	3
4	80

Explain partitioning 23 into 20 and 3.
Multiply each by 4 and write the partial products in grid boxes.
Add 80 + 12 to find the total, 92.

Key vocabulary:

Partition, multiply, place value, partial product, total.

Formative AfL Points:

After partitioning, ask: How did you split the number? (Check understanding of place value.)
After finding partial products: Can you explain how you multiplied each part?
After adding: Why do we add the parts together?
Use mini whiteboards for pupils to write next calculation (e.g., 36 × 5) and hold up answers. Immediate feedback allows quick correction.

3. Guided Practice (15 minutes)

Task: Pupils copy this example into their books:

300	40	6
7	2100	280

Calculate 346 × 7 using the grid method.

Questions to promote explanation:

How have you divided 346?
What is 300 × 7 and why do you multiply them first?
How will you check your answers?

Nuanced questioning (higher order thinking):

If the numbers were 345 instead of 346, how would it change your working?
Can you think of a mistake someone might make doing this method? How would you help them?

Use peer discussion to deepen understanding.

4. Independent Practice with Increasing Challenge (15 minutes)

Worksheet Tasks (gradually more complex):

Multiply 42 × 3 (2-digit × 1-digit)
Multiply 128 × 4 (3-digit × 1-digit)
Multiply 205 × 6 (3-digit with zero in tens place)
Word problem applying the method to a real-world context:
“A factory packs 156 toys in each box. How many toys are in 9 boxes?”

Encourage pupils to:

Partition numbers carefully.
Write down all steps clearly.
Check answers through estimation (e.g. rounding).

AfL: Circulate and ask probing questions, e.g.:

How did you decide to partition this number?
Explain how you found this partial product.
Why does your total make sense given the estimation?

5. Plenary (5 minutes)

Discussion and Reflection:

What is one thing you found easy about using the grid method?
What was tricky or confusing?
How can knowing the grid method help you with bigger multiplication problems?
Can anyone explain the steps we used today to a partner or the class?

Self-Assessment:
Give pupils traffic lights (red, amber, green) on confidence using grid multiplication.

Common Misconceptions and Difficulties

Mispartitioning numbers (e.g., separating 346 as 300 and 46 instead of 300, 40, 6).
Multiplying incorrectly due to place value confusion (e.g., treating 40 as 4).
Forgetting to add partial products after multiplying.
Mixing the grid method with repeated addition or column methods incorrectly.
Overlooking zero when it appears in a place value (e.g., 205 × 6).
Struggling to explain reasoning, not just giving answers.

Bloom’s Taxonomy Questions (targeted for whole-class questioning)

Bloom’s Level	Questions Examples
Remembering	What steps do you follow in the grid method?
Understanding	Why is it helpful to partition numbers when multiplying?
Applying	Can you use the grid method to multiply 137 by 5?
Analyzing	How does this method compare to traditional column multiplication?
Evaluating	Which method – grid or column – do you think is more reliable and why?
Creating	Can you create your own grid multiplication problem and solve it?

Alignment with White Rose Maths Scheme

This lesson aligns with White Rose Year 4, Block 2: Multiplication and Division, particularly:

Using place value and known facts to multiply mentally and via the grid method.
Applying the distributive property to multiply two-digit and three-digit numbers by one-digit numbers.

WOW Ideas for Teachers

Use physical place value counters to model partitioning, then transfer to grid for visual and tactile learning.
Incorporate a “Multiplication Detective” role: pupils spot and explain mistakes in purposely incorrect multiplication grids.
Pair pupils to teach each other the method using their own examples, promoting deeper understanding through peer tutoring.
End with a “speed grid challenge” where pupils race to solve quick multiplications on mini whiteboards—great for engagement and AFL.

End of Lesson Plan.

Teaching Instructions