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Simone McMahan
October 24, 2011

Division Ties to Multiplication
Lesson Plan #9

Math 3
rd
grade
Jenny McDonald Rabbit Creek Elementary

State Standards:
The student accurately solves problems (including real-world situations) by:
3] E&C-6 using grouping or 'sharing equally to model division with whole numbers
to 25 (M3.1.4)

Objective: The students will be able to write number models to solve division number stories.

Materials:
O Each student`s Everyday Mathematics Math Journal
O hite board
O Dry erase markers
O !encil

Time Allowed: One 60 minute period

Assessment:
Pre-assessment - The 'Division Ties to Multiplication lesson is part oI the Everyday
Mathematics curriculum, which was determined by the Anchorage School District. Each
student will participate during the lesson by working through their problems on white boards
so their work can be easily assessed. CareIul monitoring oI each student`s ability to
comprehend the concept described will take place during instruction. Students who
demonstrate a need Ior extra support or need an additional challenge will be given
appropriate instruction aIter this lesson.
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Post-assessment During our discussion oI division and its ties to multiplication, I will
monitor their participation. I will also monitor their ability to Iollow directions when asked
to create their own multiplication/division diagrams, as well as their level oI eIIort to Iind
the correct answer Ior the problems posed to them. The Iinal assessment will take place
aIter instruction when reviewing their math journals and whether they put Iorth their best
eIIort when solving the multiplication and division stories assigned to them in their
Everyday Mathematics Math Journal.

Procedure:
Part one -
1. I will have the students take out their white boards and dry erase markers and we
will run through a set oI 'Mental Math exercises. This involves reviewing the
lesson Irom the previous day which was equal shares and equal groups. An example
question is: 5 children share 15 toys equally. How many toys does each child get?
How many toys are leIt over? e will go over their answers and have the students
explain the diIIerent strategies they used to come up with the correct answers.
. e will then transition to the question: 12 pennies are shared equally by 4 children.
How many pennies per child is that? AIter this question, I will ask iI any oI the
students solved the problem by drawing an array. II so, I will have that student
come to the Iront oI the class to draw it Ior everyone to see.
3. e will then discuss how an array shows how to evenly divide the pennies into 4
equal rows oI three, which means that each child should receive 3 pennies. I will
then write the number sentence 12 4 3. I will point out that the symbol means
divided by.
. I will leave the 4 x 3 array on the board and move on to the lesson using number
models and diagrams Ior division stories. I will place the Iollowing
multiplication/division diagram on the board:

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Children Pennies per child Pennies in all

4 ? 12
I will have the students create the same diagram on their white boards.
. ext I will ask the students to solve Ior how many pennies per child? I will have
them write their answer on their white boards. AIter I have reviewed their work, I
will ask Ior a volunteer to write a number model on the board that matches the story.
These could be 12 4 3, or 12/4 3. e will then discuss that the notations can
be read or thought oI in diIIerent ways what is 12 divided by 4? How many 4s go
into 12? 4 goes into 12 how many times?
6. e will then go over the names Ior the diIIerent parts oI the equation. The answer
in the division number models, or the result oI the division, is called the 6uotient.
The dividend is the total beIore sharing or dividing. The divisior is the number oI
equal parts that the dividend is being split evenly by.
7. AIter our brieI discussion, we will then pose another question to the students. %here are
15 pennies. Each child receives 4 pennies. How many children are there? Together we
will create the Iollowing diagram:
Children Pennies per child Pennies in all
? 4 15

I will then ask how many children are there? I should receive the answer 3 children, but
with some leIt over. I will explain that the number leIt over is called the remainder.
hen we have a remainder, we use the same notations, but replace the sign with and
arrow. The arrow is read as leads to, results in, gives, or a similar expression. The
number model that matches the story is 15 4 3R3 or 15/3 3 R3.
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. I will then pose additional problems as necessary. For each problem I will Iirst give the
students time to create their own multiplication/division diagram. e will then work
through the problem together to ensure understanding and aIter we will create a number
model Ior each problem. The problems I will give them are as Iollows:
23 candles are arranged with 3 in each row. How many rows are there? rows,
23 3 R2.
21 puppies are placed equally in 3 pens. How many puppies are there per pen?
puppies, 21 3 .
18 cards are dealt so that each player gets 4 cards. How many players are there?
4 players, 18 4 4 R2.
17 markers are shared equally among 6 children. How many markers does each
child get? 2 markers. 1 6 2 R5.

Part two -
1. e will now be making a transition to an ongoing learning and practice exercise. I will
have the students turn their Everyday Math Math Journal to page 86 where they will
encounter Iour problems where they are asked to Iind the answer to the
multiplication/division story, Iill in the diagram, as well as create a number model Ior the
answer.
. Once the students are working, I will walk through the room to check Ior understanding.
II there seems to be a number oI students having trouble with the same problem, I will
have everyone stop and we will work the problem together on the board.
3. In the last Iew minutes oI class, we will review the division lesson and discuss the
diIIerent strategies they can use to solve division problems on their own.

Guided or Independent Practice:
To apply the student`s understanding oI the relationship between multiplication and division, I
will have them Iind mystery numbers and identiIy patterns on page 94 oI the Everyday
Mathematics Math Masters book. On the page, the students are asked to Iollow a set oI
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directions that requires them to multiply, subtract and divide a set oI numbers. The students are
looking Ior patterns and solving equations using multiple set instructions.

#eflection:
1. hat went well?

. hat might I change?