Multiplying by 3s

Objective

By the end of this 15-minute session, the student will be able to multiply numbers by 3 within 0-10 with 80% accuracy, demonstrating understanding of the 3 times table as per Common Core State Standards (CCSS.MATH.CONTENT.3.OA.C.7).

I can multiply numbers by 3 to solve math problems.

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Standards Alignment

CCSS.MATH.CONTENT.3.OA.C.7
Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations.

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Materials Needed

• Three sets of colorful counters or small blocks (groups of 3)
• Dyslexia-friendly multiplication chart with clear spacing, large font, simple font (e.g., Arial)
• Whiteboard or paper and pencil
• Number cards (0-10)

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Lesson Breakdown

1. Introduction & Warm-up (3 minutes)

• Begin with a friendly greeting and an “I can” statement:
  “I can multiply numbers by 3 to solve math problems.”
• Explain: "Multiplying by 3 means you add groups of 3."
• Show 3 groups of counters (3, 6, 9) physically and count out loud to make the connection.
• Use clear, spaced text from the dyslexia-friendly multiplication chart to visually display the 3-times table.

Tip for Dyslexia-Friendly Reading:
Use a finger or a ruler below each number as you read it aloud to keep focus.

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2. Hands-On Activity: Grouping Counters (7 minutes)

• Lay out number cards 0-10 in front of the student.
• Teacher asks: “Can you show me 3 groups of ____?” (start with smaller numbers like 2, 4, 5).
• Student physically groups counters into sets of three matching the number. For example, for '4,' the student makes 4 groups of 3 counters and counts: "3, 6, 9, 12.”
• Write multiplication sentences together:
  e.g., 4 × 3 = 12
• Repeat with at least 5 different numbers.
• Encourage the student to say the multiplication sentence aloud after grouping, creating an auditory and kinesthetic connection to the concept.

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3. Practice with Number Cards & Multiplication Chart (3 minutes)

• Show a number card (e.g., 7), ask: “What is 7 times 3?”
• Student uses the multiplication chart as support if needed (read quietly or aloud).
• Encourage student to write the multiplication sentence and answer on paper or whiteboard.
• For dyslexia-friendly support, use high-contrast colors, clear spacing and provide frequent breaks if needed.

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4. Quick Check & Closing (2 minutes)

• Ask: “Can you tell me what 5 times 3 is without counting the groups?”
• If the student responds, praise their effort and reinforce the “I can” statement.
• Provide positive feedback: “Great job! You can multiply by 3!”
• Encourage the student to use the counters or chart at home for extra practice.

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Assessment

• Informal observation during grouping activity: Can the student accurately create groups and write multiplication sentences?
• Quick verbal questioning during the practice: Can the student recall the answer to 3 times numbers up to 10?

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Adaptations & Extensions

• For extra challenge or extension for the 8-year-old, introduce multiplication fact families involving 3 (e.g., 3 × 4 =12 and 4 × 3 =12).
• Use a simple song or rhythm tapping while counting to multiply by 3 to support auditory learners.
• Allow the student to use colored markers to highlight numbers on the multiplication chart, facilitating multisensory learning.

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Note: This lesson targets 3rd-grade multiplication fluency with hands-on, multisensory strategies aligned with Common Core standards and dyslexia-friendly reading supports.