Times Tables 3s and 4s

Overview

In this third lesson of “Mastering Multiplication Basics,” students practice building and using multiplication facts for 3s and 4s. They will connect multiplication to equal groups and arrays, then use known facts to fluently multiply and divide within 100.

Learning intentions

• Students will interpret multiplication as equal groups and write matching multiplication equations.
• Students will use arrays to represent 3s and 4s facts.
• Students will apply strategies to multiply and divide within 100 using 3s and 4s.
• Students will determine an unknown whole number in a multiplication or division equation for 3s and 4s.

Success criteria

• I can explain what 3 × 5 and 4 × 6 mean using groups or an array.
• I can write multiplication equations from pictures of equal groups or arrays.
• I can use facts I know (like 3 × 5) to find related facts (like 15 ÷ 3 and 5 × 3).
• I can find the missing number in equations like 3 ×? = 24 or 4 × 6 =?.

Curriculum links

• Operations and Algebraic Thinking: interpret products of whole numbers as total objects in equal groups.
• Operations and Algebraic Thinking: use multiplication and division within 100 to solve problems with equal groups, arrays, and measurement quantities.
• Operations and Algebraic Thinking: apply properties of operations (commutative and distributive) to multiply and divide.
• Operations and Algebraic Thinking: determine the unknown whole number in multiplication or division equations.
• Operations and Algebraic Thinking: fluently multiply and divide within 100 and know products of two one-digit numbers from memory.

Lesson structure (60 minutes)

1. 0–6 min · Warm-up (Fact Fluency). Teacher displays 6 quick prompts: “3 × 2 =?,” “4 × 3 =?,” “How many in 3 groups of 4?,” “How many in 4 groups of 2?,” “15 ÷ 3 =?,” “24 ÷ 4 =?.” Students answer on mini whiteboards, with teacher selecting 2–3 to share reasoning.
2. 6–15 min · Hook with Arrays. Teacher shows an array diagram for 3 × 4 (3 rows of 4) and one for 4 × 3 (4 rows of 3). Teacher asks: “What does each row show? How many total?” Students point to rows/columns, then write the two multiplication equations that match the pictures.
3. 15–25 min · Guided Practice: Build 3s and 4s. Teacher hands out counters or small unifix cubes and array cards labeled 3 ×? and 4 ×? (use values 2, 3, 4, 5, 6 depending on time). Students build one array at a time and record:

• the multiplication equation (e.g., 3 × 4)
• the matching description (“3 groups of 4”) Teacher circulates and checks accuracy of the array-to-equation match.

4. 25–35 min · From Multiplication to Division (Relationship Strategy). Teacher writes: “3 × 5 = 15” and asks, “What division facts tell the story of 15?” Teacher guides students to conclude “15 ÷ 3 = 5” and “15 ÷ 5 = 3.” Students complete a short matching set for 3 and 4 facts (for example: 3 × 4 → 12 ÷ 3 and 12 ÷ 4; 4 × 6 → 24 ÷ 4 and 24 ÷ 6). Teacher emphasizes: same numbers, different operation.
5. 35–45 min · Properties Check (Make It Easier). Teacher demonstrates commutativity with two equations: “3 × 6 = 18” and “6 × 3 = 18,” asking students what changes and what stays the same. Students then solve 4 equations quickly using known facts, such as:

• “4 × 7 =?”
• “7 × 4 =?”
• “3 × 8 =?”
• “8 × 3 =?” Students explain whether they used the same product or flipped factors.

6. 45–52 min · Missing Number Equations. Teacher projects or writes 6 equations with a single unknown symbol:

• 3 ×? = 21 -? × 4 = 28
• 24 ÷ 4 =? -? ÷ 3 = 5
• 4 × 6 =?
• 3 × 7 =? Students choose two equations to solve first, then solve the rest. Teacher uses quick prompts: “What does the unknown represent—groups, size, or total?”

7. 52–58 min · Independent Practice (Targeted Worksheet or Digital). Students complete a brief set (8–10 items) mixing:

• interpreting an array as an equation
• one multiplication fact (3s or 4s)
• one related division fact
• one missing-number problem Teacher checks answers and looks for common errors (array orientation, mixing up group size vs number of groups).

8. 58–60 min · Exit Ticket (Quick Check). Students answer on paper:

• “Draw or describe an array for 3 × 5.”
• “15 ÷ 3 =?”
• “4 ×? = 24” (find the missing number)

Resources

• Mini whiteboards and markers
• Counters or small unifix cubes
• Array cards (3 × 2 to 3 × 6 and 4 × 2 to 4 × 6)
• Printed worksheet or a simple paper packet for arrays, multiplication, and division facts
• Projector slides or board for model arrays and example equations

Assessment

• Formative: monitor whiteboard responses during Warm-up for accuracy and speed.
• Formative: listen for correct explanations connecting rows/columns to total objects during array building.
• Summative (brief): Exit Ticket items show understanding of multiplication meaning, division relationship, and missing-number equations.

Differentiation

• Support: provide sentence frames such as “I see ____ groups of ____,” “The total is ____,” and “This means ____ × ____.”
• Support: offer pre-drawn blank array grids for students who need structure, with rows/columns already labeled.
• Extension: ask students to justify two related facts for each product (e.g., if they find 4 × 6 = 24, also write 24 ÷ 4 and 24 ÷ 6).
• EAL/SEN: keep numbers consistent in early items (2–6) and limit the number of operations per problem; emphasize labeling arrays with total, rows, and columns.