Represent and Solve Problems Involving Multiplication and Division

Represent and solve problems
involving multiplication and

division
Title A.3
Subject Mathematics
Author Sapphire Johnston
Grade level 3rd
Duration/preferred day 45 min/Friday (not including 5 min prep time; subsequent times given
after each direction)
Setting Grass field or open space inside (if adverse weather)
Outcomes beyond State Besides demonstrating understanding of state standard content, students
Standards will learn communication skills within small groups and the class as a
whole, that manipulatives can be used to solve numerical problems,
creative thinking, and how to improve ones problem solving skills in new
situations.
State Standards 3.OA.3 Use multiplication and division within 100 to solve word problems
in situations involving equal groups, arrays, and measurement quantities,
e.g., by using drawings and equations with a symbol for the unknown
number to represent the problem.
Materials Various candies (enough for 30/person)
Paper (for making arrays/solving word problems)
Clipboards (2 per group)
Understanding 1. Students will understand:
a. equal groups, arrays, and measurement quantities
b. How to solve word problems containing equal groups,
arrays, and/or measurement quantities using
multiplication and division within 100
Essential Questions 1. How do you identify when to use multiplication and division to
solve a problem with a missing variable?
2. How can I use what I know about repeated subtraction, equal
sharing, and forming equal groups to solve division problems?
Knowledge 1. Students will know
a. The properties of multiplication and division that allow
them to solve complex word problems
Skills 1. Students will be able to
a. use drawings and equations with a symbol for the
unknown number to represent the problem
b. use equal groups, arrays, and measurement quantities to
solve complex word problems with one unknown variable
c. Determine in what situations students should use these
methods
Learning Activities 1. Before class begins

a. Divide class into groups of four
b. Buy candy (120 pieces per group of four)
c. Write out 3 word problems with one unknown variable
each on paper that will photocopied and distributed to
each group
d. Set up clipboards, paper for each group of four (spread
them out so groups cant easily hear others answers to
each problem)
e. Divide candy into separate bags for each person
2. For class
a. Ask class what they know of arrays, equal groups, and
measurement quantities (3 min)
b. Whole class shares answers popcorn style (if a student
wants to contribute, he/she can contribute without
having to raise his/her hand) (3 min)
c. Explain rules of this lesson: dont eat until the teacher
says its ok, everyone should have the same amount of
candy during the lesson (1 min)
d. Teacher distributes candy (30/baggie, 120/group) (1 min)
e. Tell them, As a group, you will share your findings after
each problem has been solved. Raise your hand if you
have a question. Now, you may solve away! (1 min)
f. At the same time they are solving problems using
different methods
i. Ask them to work as a group to solve the first
word problem using an array, then equal groups,
then measurement quantities (4 min)
g. Within each group, students share out findings, questions,
remarks, concerns, improvements, etc. (3 min)
h. Ask them to solve the second problem using the same
techniques (4 min)
2
i. Within each group, students share out findings,
improvements on methods, concerns, remarks, etc. (4
min)
j. Ask them to solve the third problem using the same
techniques (4 min)
k. As a whole class, students share out findings, further
improvements, possible conclusions (6 min)
l. Debrief as a whole class (teacher asks question, students
answer as soon as something comes to mind (no calling
on students)) with questions below
i. These are sample questions that may provide for
a sufficient debrief, not all of them need to be
discussed.
ii. Make sure this discussion is only 5 min long as
you need time for exit cards.
m. Not all students are required to share. If someone looks
like they may want to share, but doesnt speak up, the
teacher may call on them. (6 min)
Debrief Sample questions: How has your view of multiplication changed? How has
your view of division changed? Did you enjoy learning about
multiplication and division this way? If so, why? If not, what would you
have preferred doing? How would this change be better/how would it help
you? Any other comments?
Exit Cards How will you use these new methods for multiplying and dividing in your
daily life? (1 min)

Represent and Solve Problems Involving Multiplication and Division

Uploaded by

Copyright:

Available Formats

Represent and Solve Problems Involving Multiplication and Division

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Represent and Solve Problems Involving Multiplication and Division

Uploaded by

Copyright:

Available Formats

Represent and solve problems

involving multiplication and

Learning Activities 1. Before class begins

You might also like