Math in Focus

Chapter 8 Day 1 Lesson

Division
Rebecca Puglia
Subject Area: _Math_______ Grade Level: _3rd Grade_________

__Rebecca Puglia_________________ ________

Stage 1 – Desired Results

PA Core Standard(s):

 CC.2.2.3.A.1 Represent and solve problems involving multiplication and division.

M03.B-O.1.1.1 M03.B-O.1.1.2 M03.B-O.1.2.1 M03.B-O.1.2.2
 CC.2.2.3.A.2 Understand properties of multiplication and the relationship
between multiplication and division. M03.B-O.2.1.1 M03.B-O.2.1.2 M03.B-O.2.2.1
 CC.2.2.3.A.3 Demonstrate multiplication and division fluency.
 CC.2.2.3.A.4 Solve problems involving the four operations, and identify and
explain patterns in arithmetic. M03.B-O.3.1.1 M03.B-O.3.1.2 M03.B-O.3.1.3
M03.B-O.3.1.4 M03.B-O.3.1.5 M03.B-O.3.1.6 M03.B-O.3.1.7

______________________________________________________________________
Big Idea: (Overarching Theme) Objective:

Students will be able to mentally divide numbers or will be able to use strategies to
solve basic division problems.

Essential Question(s): Enduring Understandings:

Students will consider and reflect on At the conclusion of the lesson students will
throughout the lesson: understand:

 How does division relate to Students will be able to quickly solve

multiplication? basic division problems and persevere
 How can I quickly solve basic through problems they do not already
division problems? know by using strategies to solve.
 How can I use patterns to solve
division problems?

Student Objectives (Outcomes):

At the conclusion of the lesson students will know and be able to:

 Divide numbers either mentally or using strategies.

Stage 2 – Assessment Evidence

Performance Task(s):
Students will show what they know by
evidence of/list names of formative or
summative checks, quizzes, tests which
indicate evidence of learning:
 Seatwork
 A summative check will take
place at the end of the chapter.
Other Evidence:
Other evidence that demonstrates student
competence with the concept(s). List the
names of the performance tasks:
 Student Discussion
 Must do options

Stage 3 – Learning Plan

Introducing the lesson:

In order to activate prior knowledge, students will check their morning work using the
key on the board. After completing this, prior know will be activated by asking the whole
group what is the opposite of multiplication? Once the answer is reached (division)
students will come up with one fact family which will stay on the board throughout the
lesson.

Learning Activities Continued:

 Prior knowledge will be activated when students check their morning work with
the answer key that is placed on the board.
 Upon completion of morning work, students will be asked what is the opposite of
multiplication. Once the answer is given, students will be challenged to create on
fact family that will stay on the board through the entire lesson.
 After a fact family is reached, students will begin working on their seatwork.
o Please note that every student’s seatwork is differentiated based upon
their needs. The seatwork was decided upon based on their pretest which
they took the previous day.
o Their seatwork also always includes an XtraMath session in order to
promote fact fluency.
 Once students are settled, the first group will be called to the front of the room
to begin the lesson. This will be the Sixers group. This group will be reviewing
fact families. The 8.1 ActivInspire presentation will be used though some slides
may be skipped if deemed necessary.
o Students will first be challenged to place the appropriate numbers in the
boxes, creating a fact family.
o The next slide challenges students to think “backwards” and come up the
multiplication facts that apply to the division problem. If it is noted the
students need more practice, the teacher may spend more time on this
slide.
o Finally, students will be challenged to solve the real-world problem. The
students will complete this on whiteboards so that they teacher may
assess how they are doing on their own.
o If more practice is needed, students will go through two fact family slides
in order to promote the mental division strategy.
 After this group has shown proficiency on this topic, students will be dismissed to
 continue working at their seat.
 The next group (Eagles) will then be called up to the front rug.
 This group will first discuss division and different strategies that they may use to
solve division problems.
o These strategies include:
 Drawing a picture
 Fact Families
 Arrays
 Repeated addition
 Sample division problems will be given and students will work through them on
their white board based on their chosen strategy.
o The teacher may direct the method if it is noticed that students are
struggling with aspects of the lesson.
 After this is discussed, the 8.1 ActivInspire presentation will be gone through,
taking time to focus in on the tougher problems where students show a need.
o Students will first be challenged to place the appropriate numbers in the
boxes, creating a fact family.
o The next slide challenges students to think “backwards” and come up the
multiplication facts that apply to the division problem. If it is noted the
students need more practice, the teacher may spend more time on this
slide.
o Finally, students will be challenged to solve the real-world problem. The
students will complete this on whiteboards so that they teacher may
assess how they are doing on their own.
o If more practice is needed, students will go through two fact family slides
in order to promote the mental division strategy.
 Once this group has shown proficiency in this area, they will be dismissed to
their seats.
 If there is still time, the teacher may call 1 or two students to the back table to
work with her or she may check on students around the room.
 The students will then clean up once math has finished. The “exit slip” for
students is their seatwork as this will allow students to be grouped appropriately
for the next day.

The May Do currently includes:

 Spin Multiplication (reviews multiplication facts)
 Place Value War
 Division Uno
 Monster Puzzle (Reviews basic division facts)
 Prodigy – Today only the Flyers may log into Prodigy.

Materials Needed:
A wide variety of resources will be used during this lesson. The pretest has not yet been
given so an exact list of materials is not yet picked but the following will be used as
“May Do” choices:

 Spin Multiplication Game

 Uno Division Game
 Place Value War Game
 Robot Division Puzzle

The following will also be considered for “seatwork”:

 Student Workbook
 Extra Practice
 Enrichment pages
 Reteach pages
 Hardback book problems
 Problem of the lesson
 Performance Tasks
Finally, the teacher will be using the Interactive Whiteboard lesson with a few edits for
the main lesson.

Vocabulary/ New or Review:

 Division
 Multiplication
 Fact Family
 Quotient
 Factor

Guided Practice:

Students will be working both independently and with the teacher during this time. The
days focus will be on the Eagles and the Sixers in hopes to make sure they are prepared
for the next days learning. The students will have the opportunity to work with the
teacher and then with one another to gather more data on how they work with fact
families.

Check for Understanding of Student Learning:

Formative assessment will take place during small group in order to gather information
on how the students are understanding the material. Seatwork will be checked in order
to see if students are ready to move on or if they need more time with the topic.

Independent Practice:
Independently, students will be completing their seatwork so that the teacher is able to
see where students need further assistance. Seatwork is differentiated based on student
need.

Differentiated Instruction:

All groups and seatwork are differentiated based on student needs. This allows all
students to access the curriculum. Four students in the room have IEPs and may work
with Mrs. Foster or with Mrs. Puglia separately in order to complete their work if needed.

Reflection

Overall Assessment

This lesson went very well based upon the seatwork students completed. This formative
assessment allowed the educator to properly group and plan for the following day. All
students completed their seatwork and were able to participate in May Do review
stations.

When reflection upon the teaching, the educator felt that she did spend more time with
the first group she pulled than she had intended. Based upon observation the teacher
was able to notice that the students needed a bit more review before introducing them
to the day’s lesson.

In the future, the educator will make a note and stop after the group meets its
maximum time. This will then help the educator plan the next day’s lesson and gives her
a clearer picture of where the class is as a whole.