Multiply and divide within

100.
Title B 3.OA.5 3.OA.6
Subject Mathematics
Author Sapphire Johnston
Grade level 3rd
Time duration 45 min
Outcomes beyond State Besides demonstrating understanding of state standard content, students
Standards will learn to work in small groups, learn how to lead and how to follow,
and how to ask questions for clarification.
State Standards 3.OA.7 Fluently multiply and divide within 100, using strategies such as
the relationship between multiplication and division (e.g., knowing that 8
5 = 40, one knows 40 5 = 8) or properties of operations. By the end of
Grade 3, know from memory all products of two one-digit numbers.
Materials Starburst candies (10/student, preferably different flavors, in a
clear, plastic bag)
Clear, plastic bags (1/student)
Open space in classroom for moving around
Understanding 1. Students will understand
a. The relationships between multiplication and division that
allow them to fluently multiply and divide within 100
b. General properties of operations
Essential Questions 1. How do you use the properties of operations and the relationship
between multiplication and division to solve equations?
2. What situations require you to relate multiplication and division
equations?
Knowledge 1. Students will know
a. The relationships between multiplication and division that
allow them to fluently multiply and divide within 100
b. From memory all products of two one-digit numbers (by
end of third grade) (work in progress)
Skills 1. Students will be able to
 a. Apply the relationship between multiplication and
division or properties of operations to fluently multiply
and divide within 100
b. Continue to progress toward knowing from memory all
products of two one-digit numbers by the end of Grade
3
Learning Activities 1. Teachers preparation
a. Divide class into groups of 3
b. Divide candy into clear, plastic bags of 10 each
c. Distribute clear, plastic bags to students (1/student)
d. Write out simple equation groups on the blackboard or
on a whiteboard or both (need lots of space) (distribute
groups throughout the room) (equations with total of no
more than 30)
i. Ex. Group 1: 6*3=18, 18/6=3, 18/3=6
ii. Ex. Group 2: 6/3=2, 3*2=6, 6/2=3
iii. etc. and all under 25 (so that each student can
show the equation as a whole class or a small
group)
iv. at least 6-7 equation groups
2. When the class begins
a. Start with a warm-up (any warm-up is fine here as long as
it gets the students to move)
i. Teacher-led (recommend head-shoulders-knees-
toes)
ii. 3 min
b. Divide class into groups of 3 (3 min)
c. Ask the groups of students to work together to represent
the different equation groups with the candies (30 min)
i. Ask them to raise their hands if they have
questions
ii. Ask them to not eat the candy until the debrief at
the end of the lesson
iii. Check on groups regularly to see that they are
learning the state standard
1. Which students look genuinely focused
and engaged? Are these students
currently helping others they dont look
as focused and engaged? Are students
already answering other students
questions? If not, which students need
help refocusing?
2. Do any of the students look lost or
confused? (Are any of them just looking
around the room? Are any talking with
their neighbors about unrelated topics,

2
 such as weekend plans, things they like to
do, etc.?)
3. Do they seem to be uncomfortable when
you walk up to them, but comfortable
with their fellow classmates? (Are they
feigning understanding? When you ask
them a basic question of understanding,
do they fumble over their words or look
uncomfortable while explaining?)
4. Ask them what is confusing them or
what they dont quite understand. Ask
them to show you where they got lost.
Where did they stop understanding and
get confused? Help them link concepts
they know and dont know as well. What
steps have they missed that would help
them understand? They might
understand several concepts, but not
know exactly how these concepts
connect.
a. Are they relating multiplication
and division? Are they thinking
of these concepts as mutually
exclusive? Are they using similar
thinking processes when they
divide as when they multiply?
b. Are they using properties of
operations to divide and
multiply within 100? For
example, do they understand
that 8*5 and 5*8 give the same
result?
5. Recommendation: Ask students in a
group if they feel they could explain the
concepts to others in their group. If so,
have those students explain to their
peers. Ask if they would be more
comfortable sharing with or without you
present. If they would feel better
without you there while they explain,
come back to that group to assessment
improvements in understanding. Are
there still gaps? Note any inconsistencies
in understanding. What are those gaps or
inconsistencies? How could you guide

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 these students to see the connections
they missed or dont quite understand?
a. For example, If you know that
8 times 5 is 40. What would 40
divided by 5 be? How many 5s
are in 40? (if the student gives
the right answer, ask how they
would use the same thinking to
solve the problem they are stuck
on) How would you solve this
problem based on what you
know about how 5, 8, and 40
relate?
d. Debrief as a class (teacher asks questions, students answer
aloud)
i. All debrief questions do not need to be
answered. These are recommended questions to
help the student process what he or she has just
learned.
ii. Leave time for exit cards (2 min)
iii. This debrief should take about 5-7 min
depending on the number of questions asked and
the length of students responses.
Debrief Recommended Questions: What did you enjoy most about this lesson?
What did you enjoy the least about this lesson? If there was something you
didnt enjoy that much, how would you improve it? What did you learn
about the relationship between multiplication and division that you didnt
know before? How will you use what you have learned in everyday life?

Exit Cards In this lesson, what did you learn? (2 min)