Multiplying by 5s

Overview

In this lesson (Lesson 4 of 12), students build fluency with multiplying by 5 using skip counting and real-life contexts. The lesson also connects multiplication to division as a property of operations, helping students use known facts to solve new ones.

Learning intentions

Students will be able to:

• interpret multiplication as equal groups (for example, 5 × 7 means 7 groups of 5 or 5 groups of 7).
• use skip counting by 5 to determine products.
• apply the commutative and associative properties to rewrite and solve multiplication problems.
• connect multiplication by 5 facts to related division facts.

Success criteria

Students can:

• correctly find products involving 5 (such as 5 × 3, 5 × 6, 5 × 8) using skip counting by 5.
• explain what a multiplication expression represents in a real situation.
• use a known product (like 5 × 6 = 30) to solve a related division equation (like 30 ÷ 5 = 6).
• use properties of operations to make a problem easier (for example, 5 × 7 = 7 × 5).

Curriculum links

• Operations and Algebraic Thinking: interpret products as equal groups (Grade 3 standard for multiplication interpretation).
• Operations and Algebraic Thinking: apply properties of operations as strategies for multiplication and division (commutative, associative, distributive).
• Operations and Algebraic Thinking: fluently multiply and divide within 100, using strategies and properties; know two one-digit products from memory.
• Operations and Algebraic Thinking: relate multiplication and division when finding unknowns in equations (when students solve for missing factors or dividends).

Lesson structure (60 minutes)

1. 0–5 min · Warm-up (skip counting). Teacher writes: “Start at 0. Count by 5s: 0, 5, 10, …” and asks for the next 4 numbers; student answers orally while teacher records a number line.

2. 5–15 min · Hook with a real-life context. Teacher shows a simple scenario: “Mia buys 4 packs of stickers. Each pack has 5 stickers. How many stickers?” and draws 4 groups with 5 dots each. Student counts and gives an equation, aiming for 4 × 5 or 5 × 4, and explains what the numbers mean.

3. 15–25 min · Direct teach: what “by 5” means. Teacher introduces a “5 groups” chart:

• 1 group of 5 = 5
• 2 groups of 5 = 10
• 3 groups of 5 = 15 Student completes 4–8 on the chart using skip counting by 5 and says the pattern aloud.

4. 25–35 min · Guided practice: multiply using skip counting and arrays. Teacher gives three prompts (one at a time):

• “What is 5 × 6?”
• “What is 5 × 3?”
• “What is 6 × 5?” Teacher encourages linking: skip counting by 5 for the first two, then using commutative property for 6 × 5. Student solves each and explains the strategy in a sentence.

5. 35–45 min · Properties of operations (make it easier). Teacher writes: “3 × 5 × 2” and says, “We can group numbers to make counting easier.” Teacher models two ways: (3 × 5) × 2 and 3 × (5 × 2), then shows both lead to the same product. Student tries one similar equation with teacher support: “2 × 5 × 4,” choosing a grouping and finding the product.

6. 45–53 min · Connect multiplication to division. Teacher writes a known product and a related division: “5 × 6 = 30, so 30 ÷ 5 = 6.” Student completes two pairs:

• 5 ×? = 25, then 25 ÷ 5 =?
• 5 × 8 = 40, then 40 ÷ 5 =? Teacher checks that student uses the relationship between multiplication and division, not random guessing.

7. 53–60 min · Exit ticket (quick check for accuracy and understanding). Teacher gives 4 problems on a single page:

• A. 5 × 7 = ____
• B. 7 × 5 = ____
• C. There are 6 groups with 5 objects in each. How many objects? (Write an equation and the answer.)
• D. 30 ÷ 5 = ____ (or “What number times 5 equals 30?”)

Resources

• Dot paper or blank arrays on a whiteboard/sheet
• Counters or paper dots for building equal groups of 5
• Number line labeled in 5s (0 to 50)
• “5 groups” recording chart (1–10 groups)
• Index cards or sticky notes with multiplication/division problems
• Exit ticket worksheet

Assessment

• Listen during skip counting warm-up for correct sequence and starting point.
• During guided practice, check that student can explain strategy (skip counting and/or commutative property).
• Check exit ticket for:
• correct products with 5
• correct equation from a real-life equal-groups story
• correct division fact related to a multiplication fact

Differentiation

• Support: Provide a visual “equal groups of 5” model for every problem (dots or counters), and allow student to count using the 5s number line.
• Support: Offer sentence frames for explanations, such as “I counted ___ groups of 5,” or “I know 5 × 6 = 30, so 30 ÷ 5 = 6.”
• Extension (if student is finished early within the same lesson): Ask for one missing-factor equation, like “5 ×? = 35,” and “? × 5 = 20,” and require a quick explanation of the strategy.
• EAL/SEN considerations: Keep problem contexts consistent and concrete (stickers, snacks, or toy cars). Use consistent language: “groups of 5” and “count by 5.”