Name: Ashley R Martin

Class: 3-411
Date: November 8, 2023

Subject Math

Title of Lesson Relate Multiplication and Division

Standards - 3.OA.B.6 - Understand division as an unknown-factor problem.

- 3.OA.A3 - Use multiplication and division within 100 to solve word
problems in situations involving equal groups, arrays, and measurement
quantities.
- 3.OA.A4 - Determine the unknown whole number in a multiplication or
division equation relating three whole numbers.
- MP.1 - Make sense of problems and persevere in solving them.
- MP.2 - Reason abstractly and quantitatively.
- MP.3 - Construct viable arguments and critique the reasoning of others.
- MP.4 - Model with mathematics.

Objectives - Students will use counters to relate to multiplication and division.

Four components: - Students will show evidence of learning (data collection) by replicating
Learner, Behavior,
Condition, Criterion

Prior Instruction Fact families to show how multiplication and division relate to one another.

Academic Language - Fact families

Demands and prior - Division
knowledge - Dividend
List academic - Quotient
vocabulary required - Product
- Factors
- Inverse Operation

Assessments
- Data has determined that this small group still needs on-going support to
Indicate ongoing solve equations.
assessments - Data and student performance allow for flexibility of grouping.
throughout the lesson - See attached rubric
as well as the final
check for
understanding

Attach rubric if
applicable
Materials Counters, Visual Learning Video

Procedure

Gain Student A tour bus to a national park holds 56 people. There are 7 tour guides at the park to
Attention lead equal groups of people from the bus. How many people are in each tour group?
Each person in a group pays a $2 entrance fee to a tour guide. How much does 1
tour guide collect? Solve these problems any way you choose.
{Groupings, arrays, fact families}

Review Critical To check for understanding, students should be able to show ability to perform the
Prerequisite Skills skill.
All students should
show ability to
perform skill

State the daily lesson I can use patterns and related facts to solve multiplication and division problems.
objective that will be
communicated to the
students
This needs to be
written in student
friendly language.

“I do” What operation should you use to find the number of people in each tour group?
Explicit Modeling Division. What have you learned about multiplication and division that can help
Time required is you solve the problem? Multiplication and division are inverse operations. I can
based on objective use a related multiplication fact to solve a division fact. What operation should you
requirements. use to find how much money 1 tour guide collects? Multiplication. Why? I need to
Think aloud of the find a total amount of money.
skill. Including clear,
consistent and concise
language.
Provide several
models.
Involve students in the
later models (ask
questions in which the
answers rely on
knowledge from the
first model or previous
knowledge)

“We do” What is the question asking? How many dollar bills are 28 quarters worth? Or how
Prompted or Guided many groups of 4 are in 28? How many quarters are in one dollar? 4.
Practice How does knowing a multiplication fact help you divide? Every division fact is
(taking them through part of a fact family. In a multiplication/division fact family, the factors are the
guided practice). More same as the divisor and quotient. So, if I know one fact and the product, I can find
than one practice the missing factor, which is equal to the quotient. What does the bar represent? 28
opportunity. quarters. What does the 4 represent? The number of quarters in one dollar. How
Indicate faded many groups of 4 quarters are there? 7.
prompts. (TAR: Tell How many groups of 3 are there in 27?
the students how to do Strategy 1: Draw a bar diagram, then use repeated addition to solve.
it, Ask them how to
do it, Remind them 27
out to do it)
3 3 3 3 3 3 3 3 3
Physical prompts to
verbal prompts when
applicable. Strategy 2: Use related multiplication facts: Ask yourself what number times 3
equals 27?

N x 3 = 27
9 x 3= 27

“You do” Quick check- All students will complete questions 13, 17, and 25.
Unprompted 13. 15 ÷ 3 = _5_
Practice 17. Multiply 8 times 5 _40_
Demonstration of the 25. Erin made 32 rings. She gives rings to 8 of her friends. Which two equations
skill while being could be used to find the number of rings each friend gets?
monitored. Some A. 32 ÷ 1 = 32 and 1 x 32 = 32
lessons will not have B. 8 + 32 = 40 and 40 – 32 = 8
an opportunity for C. 8 ÷ 2 = 4 and 4 x 2 = 8
independent mastery. D. 32 ÷ 8 = 4 and 8 x 4 = 32
Small groups do not
count as independent
performance.
(small groups may be
to keep students at a
level of higher
prompting)

Closing - Review the connection between multiplication and division. Make sure
1) Brief review of patterns and known facts can be used to find unknown multiplication facts.
what was learned.
2) Preview the next - Depending on number of questions answered correctly from the quick
lesson check, students go to assigned groups as followed:
3) Assign Independent
Work  Amber – students answered 3/3 questions correctly. Students will do the
Tip: This should following questions independently:
bring lesson to full  Orange- students answered 2/3 questions correctly. Students will do the
circle and address following questions independently:
the daily objective  Indigo- students answered 1/3 or no questions correctly. These students
and the language will go to a small group with Ms. Martin or Ms. Wofse.
function (s)
- Small groups are pulled according to level of understanding.

Review of the Amber, Orange, Indigo work by pulling the class together

19. Divide 27 by 9. _3_

25. Erin made 32 rings. She gives rings to 8 of her friends. Which two equations
could be used to find the number of rings each friend gets?
A. 32 ÷ 1 = 32 and 1 x 32 = 32
 B. 8 + 32 = 40 and 40 – 32 = 8
C. 8 ÷ 2 = 4 and 4 x 2 = 8
D. 32 ÷ 8 = 4 and 8 x 4 = 32

We will continue this as a chapter review tomorrow. Your test will be on Friday.

Targeted Students If students are having trouble completing the equations, then show how to think
Modifications/ about fact families they already know. Use question 3 as an example. Ask: How
Accommodations does knowing the fact family for 8, 5, and 40 help you find the quotient of 45 ÷ 5? I
(IEP) know 8 x 5 = 40, so adding 5 to that product, 40 + 5 = 45, helps find the missing
(e.g., extended time) factor. 45 contains one more group of 5 than 40 does. So the missing factor in the
equation 5 x ? = 45 and the quotient for 45 ÷ 5 = 9.
Specific SWD individual support with reading word problems and producing work.

Small Group Needs of the group will be identified by the group colors. Indigo will need small
Modifications/ group support.
Accommodations if
applicable Work on question 8, 42 ÷ 7 = ?, 7 x _ =42.
(e.g., simplified
vocabulary read Let’s remember what we know about fact families. What do we know? A fact
aloud). family shows how multiplication and division are related. So, what do we see in our
equations? How many groups do I need in this division equation? 7 groups. How
many do I have in all? 42. Draw your 7 circles and start putting your lines inside the
circles until you reach 42. Watch the students draw and count. How many are in
each group? 6. Can someone read the first equation? 42 ÷ 7 = 6. The next equation?
7 x 6 = 42. Now, I want you to work on question 10. Remember what you know
about fact families.

While students are working in groups, data collection will be compiled to use to
plan the next lesson.

Technology Visual Learning Video

Applications Used

Blooms Taxonomy - Remember to use multiplication facts to find related division facts.
Please indicate the - Understand patterns and known facts to find unknown multiplication facts.
levels of questioning - Apply prior knowledge of fact families to help solve unknown equations.
addressed in this
lesson.