Mastering Multiplication

Context

Class: Year 3
Number of Students: 28
Duration: 60 minutes
Curriculum Framework: Curriculum for Excellence (Scotland)
Focus: Multiplication skills with differentiated group tasks

Learning Intentions (WALT)

WALT: Multiply two-digit numbers by one-digit numbers using mental and written strategies.
WALT: Recall and use 5 and 10 times tables with confidence.
WALT: Create and interpret arrays, focusing on arrays of 5.

Success Criteria

I can multiply a two-digit number by a one-digit number using partitioning and formal written methods.
I can quickly recall facts from the 5 and 10 times tables.
I can model multiplication facts by creating arrays, especially arrays related to the 5 times table.
I can explain my thinking verbally or in writing.

Curriculum for Excellence Links

Numeracy and Mathematics Experiences and Outcomes (CfE):
- Early Level:
  - MNU 2-03a: I can use what I know about number facts, patterns and relationships to help me solve calculations in different ways and explain my thinking to others.
- First Level:
  - MNU 2-07a: I can use multiplication and division to solve problems, making use of the relationship between the two.
  - MTH 2-11a: I can recall and use multiplication tables up to 10 x 10 to solve problems with speed and accuracy.
  - MNU 2-10a: I can use a variety of methods and practical equipment to help me learn about multiplication and division.

Resources

Whiteboards and pens
Digit cards (0–9)
Counters or cubes for arrays
Multiplication grids
Visual aids for arrays (dyslexia-friendly with clear fonts, high contrast)
Multiplication tables charts
Worksheets differentiated by group
Visual timer or clock to scaffold timing
Headphones and quiet zones for students who may need sensory breaks

Lesson Breakdown

1. Introduction (10 minutes)

Gather the class and explain the WALT and success criteria clearly on the board with simple, colourful print.
Warm-up with a quick oral quiz on the 5 and 10 times tables (chant, sing, or clap rhythmically for engagement).
Use a dyslexia-friendly times table chart, pointing to facts as they chant to support multisensory learning.

2. Group Work (40 minutes)

Organisation: Four groups differentiated by ability and focus

Group 1 & 2 (12 students total)

Focus: Multiplying a 2-digit number by a 1-digit number.
Activity:
- Start with partitioning (e.g., 23 x 4 = 20x4 + 3x4). Use whiteboards to write out steps.
- Progress to formal written methods once confident.
- Use digit cards to randomly generate problems.
- Support with concrete manipulatives if needed.
Success Criteria Specific to Group: Complete at least 5 calculations accurately using partitioning or written form.
Differentiation:
- For learners needing extra support, use physical counters to visualise each step.
- For those excelling, introduce problems with regrouping (carrying digits).
Extension: Challenge with multiplying a 2-digit number by a 2-digit number informally or exploring patterns in results.

Group 3 (8 students)

Focus: Practising 5 and 10 times tables.
Activity:
- Use timed games or flashcards for rapid recall.
- Interactive board game moving along a path that requires answering multiplication questions correctly to advance.
- Use rhythmic clapping or tapping for multisensory reinforcement.
Success Criteria Specific to Group: Respond correctly to 15 multiplication facts within 5 minutes.
Differentiation:
- Extra visuals and mnemonic aids for students with difficulties.
- Peer support with paired students quizzing each other.
Extension: Create real-life word problems using 5 and 10 times tables (e.g., 5 apples in a basket...).

Group 4 (8 students)

Focus: Exploring and creating arrays based on the 5 times table.
Activity:
- Build arrays using counters; arrange in rows of 5.
- Record arrays pictorially and write corresponding multiplication sentences (e.g., 4 rows of 5 = 20).
- Use template sheets with large, spaced grids and dyslexia-friendly fonts.
Success Criteria Specific to Group: Create at least 4 different arrays of 5, explain the total number using multiplication sentences.
Differentiation:
- Provide extra guidance or smaller tasks for beginners (e.g., count in fives with a trusted adult).
- Encourage extension by asking "What other numbers can you make arrays with if you change the number of rows?"
Extension: Challenge to create mixed arrays (e.g., 5 x 3 and 3 x 5) and discuss commutativity.

3. Plenary (10 minutes)

Regroup and invite students to share what they learned and show their work (especially arrays and calculations).
Reinforce vocabulary: multiply, product, array, partitioning, times table.
Use thumb signals for quick self-assessment (thumbs up/down to “I can multiply confidently today”).
Provide verbal and written praise highlighting progress and effort.
Offer a 2-minute paired activity where students generate a multiplication problem for a partner to solve based on today’s learning.

Additional Strategies for Diversity

Visual aids with clear fonts and spacing; avoid overcrowding text for dyslexia-friendly presentation.
Use multi-sensory modalities: visual (charts, counters), auditory (chanting, rhymes), kinesthetic (writing, building arrays).
Break instructions into manageable chunks; repeat as necessary.
Allow use of number lines or multiplication grids for support.
Provide quiet workspace or sensory breaks as needed.

Teacher Reflection Prompts

Which groups made the most progress and why?
Which strategies appeared most effective for different learners?
How well did the multisensory resources support dyslexic learners?
Are there opportunities to integrate technology next time (e.g., multiplication apps)?
Plan follow-up to address misconceptions or extend learning based on plenary feedback.

This lesson plan integrates Curriculum for Excellence outcomes, supports a variety of learning needs, and uses engaging, hands-on approaches to deepen multiplication understanding.

Teaching Instructions