Multiply Using Grid

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National Curriculum Links

Mathematics - Year 4: Number – Multiplication and Division

• Pupils should be able to:
  • Multiply two-digit and three-digit numbers by a one-digit number using formal written layout (National Curriculum, Programme of Study, Years 3 and 4).

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Learning Objectives

By the end of this lesson, pupils will:

• Develop fluency and conceptual understanding in multiplying two-digit and three-digit numbers by one-digit numbers using the formal written grid method.
• Accurately set out calculations using the grid method.
• Explain their reasoning behind each step of the multiplication process.

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Success Criteria

I can:

• Break a two-digit or three-digit number into tens, hundreds, and ones.
• Multiply each part by the one-digit number using formal written layout (grid method).
• Add the partial products correctly to find the total answer.
• Explain my reasoning clearly when solving multiplication problems.
• Check my answers for accuracy.

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Lesson Duration

• 30 minutes
• Class size: 30 pupils

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Resources Needed

• Whiteboard and markers
• Individual mini-whiteboards and pens
• Printed or projected grids for multiplication layout
• Exercise books
• Timer (for active reasoning segments)
• Visual place value cards

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Lesson Sequence

1. Introduction (5 minutes)

Engage & Stimulate Interest:

• Begin with a quick oral warm-up: Ask pupils to think-pair-share.
  • Question: “If I have 34 sweets and I multiply that by 3, how many sweets do I have in total? How might I work that out without counting in threes?”
  • This encourages reasoning before teaching the method.
• Introduce the day’s focus: "Today, we’ll learn how to multiply big numbers using a clear grid method that helps us break numbers down so they’re easier to work with."

Whole Class Questioning:
Use targeted questions requiring explanation:

• "Why do you think breaking numbers into tens and ones might help with multiplication?
• Can you think of any reasons why multiplying each part separately makes the problem easier?"

Expected reasoning responses:
Pupils might say it helps them focus on smaller numbers or prevents mistakes.

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2. Modelling and Teaching Input (10 minutes)

Step-by-step Example to model on board:
Multiply 243 × 4 using the grid method.

200	40	3
4	800	160

Calculation:

• 4 × 200 = 800
• 4 × 40 = 160
• 4 × 3 = 12
• Add: 800 + 160 + 12 = 972

Modelling Points:

• Write each step explicitly on the board to ensure clarity.
• Use place value cards to visually break the number down.

Active Reasoning & AfL:

• After modelling, pose a ‘prove it’ reasoning question verbally:
  “Explain why we multiply each part separately instead of multiplying 243 by 4 all at once?”
• Use sentence stems:
  • "I multiply each part because..."
  • "Breaking the number down helps because..."
• Set a 1-minute timer for pair discussions, then ask pupils to share their explanations.
• Use mini-whiteboards for pupils to write a key reason.

AfL Check:

• Listen and note pupils’ reasoning during explanations.
• Use targeted questioning to identify misconceptions.

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3. Common Misconceptions & Difficulties (5 minutes)

• Misconception: Pupils may forget to multiply each place value. For example, only multiply tens and ignore ones or hundreds.
• Misconception: Errors in addition of partial products.
• Difficulty: Setting out the grid correctly and aligning numbers accurately.
• Misconception: Confusing grid method with expanded short multiplication.
• Strategy: Focus on clarity of place value and systematic layout.

Teacher Prompt Questions:

• "What happens if we forget to multiply the 3 ones?"
• "Why is it important to add all partial products carefully?"
• "How do you check that you have multiplied every part?"

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4. Guided Practice (7 minutes)

Activity Structure:

• Pupils work on 235 × 6 using the grid method on their mini whiteboards or in books.
• Scaffold the task:

200	30	5
6	350	180

• Teacher circulates supporting pupils individually or in pairs.

Layered Questioning:

• Explain why the answer to 6 × 30 is 180, not 60.

• If I changed 235 to 253, how would that change the grid? Would the answer be bigger or smaller? Why?

• Encourage pupils to verbalise or write their reasoning using sentence stems like:

  • "When I multiply ___ by ___, I get ___ because..."
  • "If I change ___, then the total will ___ because..."

AfL:

• Quick whole-class “show me” using mini whiteboards to check multiplication of individual parts (e.g., 6 × 30).
• Ask pupils for reasons before writing down answers.

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5. Independent Task (3 minutes)

Increasing Complexity:

• Multiply 374 × 5 using the grid method, then:
• As an extension, change the digits and explore:
  • How to handle zeros in digits (e.g., 405 × 7).
  • What happens if the one-digit multiplier is 1 or 9.

Challenge question:
Explain why 0 × any number is 0 using the grid method.

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6. Plenary (3 minutes)

Review and Reflect:

• Quick oral quiz:

  • “Tell me one thing you learnt today about multiplying using the grid method.”
  • “Why is the grid method helpful?”
  • “If you were to teach a friend, how would you explain the process?”

• Ask 2-3 pupils to share their reasoning using sentence stems:

  • "I multiply like this because..."
  • "Breaking the number apart helps me because..."

Exit Ticket:

• On a mini-whiteboard, write one thing that was easy and one thing that was tricky about today’s lesson.

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Whole Class Questioning Examples (Bloom’s Taxonomy Levels)

Question Type	Example Question	Purpose
Remembering	What are the parts we split 243 into?	Recall place value parts
Understanding	Why do we multiply each parts separately?	Reinforce concept understanding
Applying	How would you set out 326 × 4 using the grid?	Apply knowledge to a similar problem
Analysing	Why is it important to add the partial products carefully?	Analyse the process and reasoning
Evaluating	Which is better for this problem: grid method or short multiplication? Why?	Encourage comparison and justification
Creating	Can you think of a situation where grid multiplication is a good strategy?	Encourage deeper thinking/application

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Additional Notes for Teachers

• Encourage pupils to use place value language (hundreds, tens, ones) throughout the lesson.
• Monitor pupils closely during independent work stages to identify errors early.
• Use the timer and sentence stems regularly to develop pupils’ verbal reasoning and confidence before writing.
• Praise effort and clear explanations, not just correct answers, to build mathematical reasoning confidence.

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This lesson plan aligns with White Rose Maths Year 4 – Multiplication and Division, Block 1, building fluency in formal written multiplication methods while promoting deep understanding and vocabulary use.