College of Education

Lesson Plan Template

Teacher Candidate: Alexandra Smith
11/10, 11/11, & 11/12

Date and Time of Lesson:

School: Ninety-Six Elementary

Math/ 3rd Grade

Subject/Grade Level:

Description of Lesson: Students will learn the meanings of the words

dividend, divisor, quotient, related facts, and fact family in this lesson.
They will use pictures (or arrays) and tile counters to help them solve
problems. Students will be able to divide and multiply inversely.

Lesson Title or Essential Question that guides the lesson: How can
division be used inversely with related multiplication facts?
Curriculum Standards Addressed:
National Standard(s):
NCTM Process Standards:
Problem Solving
Reasoning and Proof
Communication
Representation
Connection

SC Curriculum Standard(s): 3.OA.7 Fluently multiply and divide within 100,

using strategies such as the relationships between multiplication and division (e.g.,
knowing that 8 x 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.
SC Academic Indicator(s):
Other:

3.OA.4 Determine the unknown whole number in a multiplication or

division equation relating three whole numbers. For example,
determine the unknown number that makes the equation true in
each of the equations 8 ? = 48, 5 = _ 3, 6 6 = ?
3.OA.6 Understand division as an unknown-factor problem. For
example, find 32 8 by finding the number that makes 32 when
multiplied by 8.

Lesson Objective(s):

Assessment(s) of the
Objectives:

The students will be able to multiply and divide

fluently. They will be able to understand how
division and multiplication problems can be
inverses of one another. They will also be able
to use pictures and manipulatives to help them
problem-solve on their own.

Students will be given a preassessment before any of the

lessons are taught. This will
determine what they already
know and dont know. During
the lessons, they will be
assessed based on their

performance during independent

practice. After the lessons, they
will be assessed based on their
homework and a test at the end
of the mini-unit. (The pre-test
and the post-test are the same).

Materials/Resources: McGraw Hill My Math Grade 3 Vol. 1 Textbook, strips of

paper, counters, zip-lock bags, Promethean Board, Elmo Projector, white-board,
math textbook, pencil, paper, index cards, stapler

Prerequisites (Prior Knowledge):

Students need to be able to multiply in order to divide. They should have prior
knowledge of of drawing models and working with manipulatives for math.
Students should be able to understand what an array is and how to use an array to
solve a multiplication or division fact. They should be able to cooperate with their
peers.

Procedures:

Day 1: Lesson 5; Pages 271-274

We will complete page 271 together using the Promethean board. The
students will learn the terms and definitions dividend, divisor, and quotient.
(Dividend = total number in all; divisor = the number of groups; quotient =
the number in each group).
The lesson will begin with counting off 4 groups of 6 students. I will
assign the extra student(s) to be my helper(s).
As the groups are counted off, the students will be instructed to move
to a section of the room (state flag, American flag, near the supplies
station, and sink)
I will ask the helper to come up with a multiplication sentence to
represent the total we have in all? I will write the multiplication
sentence on the whiteboard: 4 x 6 = 24
I will then instruct all students to go back to the carpet. We found out
we have 24 in all, now were going to do the inverse. I will then ask
the helper what the inverse of that multiplication problem is. Were
going to move back to the same sections of the room in our groups to
do the division problem. Were starting with the total number of
students; what is the mathematical word used to describe the total
number to be divided? (dividend). I will model this on the board by
writing a 24 and writing the word divisor under it. How can we go back
to the way we just were? If we divide by 4, what is the mathematical
word used to describe the number of groups that the 24 students need
to be divided into? (divisor) I will write the division sign and the 4 on
the board with the word divisor written under the 4. After students
have moved into the 4 groups then I will ask, How many are in each
group? What is the mathematical word used to tell the number in each
group? (quotient) I will then write the equals, 6, and the word
quotient on the board.
The students will be instructed to go back to their desks and open their
math books to page 243 to complete the foldable activity to apply
what was modeled in the demonstration to show an in depth
understanding of the words used to name the parts of a division

sentence. The students will already have scissors at their desks for
the activity. Students will be allowed to keep this foldable in their math
folder to refer to as needed for independent practice.
This activity will be introduced with having students recall the
definition of divide.
We will then look at each section of the division problem and the
definitions for dividend, divisor, and quotient. I will give the students
tips to help them remember each term and its definition:
o Since the dividend is the number in all, think of it as when
you get to the END of a multiplication problem, you have
the product which is the total number in ALL. Division is
the inverse and it undoes multiplication. Because it
undoes it, the total number that is to be divided comes
first in the division sentence.
o Divisor = number OF
o The quotient is the number in each group OR the answer
to the division problem.
o You can remember the order by placing the words in ABC
order (dividend, divisor, and quotient) and match each
word with a division problem.
o I will ask the students to share any tips they may have
that help them remember the terms and their meanings.
Now I will have the students open their books and tear out pages 271276 and place their homework (275-276) on top and staple all of the
pages together.
I will complete page 271 (Example 1) with the students on the
Promethean Board (or ELMO document camera).
Next, we will complete the guided practice on page 272. I will have
the paper passers pass out index cards for recording the number
sentences for the fact families and the materials helper will pass out
the tile counters. I will have students use the tile counters to
represent an array for a fact family for the numbers 3, 4, and 12. I will
instruct the students to make a 3 by 4 array, which is 3 rows of 4 tiles
in each row. Then the students will write a multiplication sentence for
the array and then write another multiplication sentence using the
commutative property of X for the array. (I will show students how to
turn their array to make another multiplication sentence if they have
difficulty with the commutative property of X. Then students will write
two division sentences for the array to represent the other two facts in
the fact family. They will do the same to create a fact family for the
number 3 and 9. Students will make a 3 by 3 array, and write a
multiplication fact and a division fact for the array. This will help them
see that when the same number is multiplied by itself, then there are
only 2 equations in the fact family. 3 x 3 = 9 & 9 3 = 3.
(Multiplication is FACTOR x FACTOR = PRODUCT)
We will look at Example 2 using the array provided in the book.
We will complete the Guided Practice section together on page 272.
Now the students will complete the Independent Practice on page 273.
I will model problems 4, 8, and 12 on the board.
Early finishers should apply the concept of relating multiplication and
division to solve the word problems on page 274. They may use the
tile counters or draw pictures to solve the problems. I will read the
word problems for the students who have difficulty reading the
problems.

Students who finish all word problems may read silently at their desks
until the end of the math period.
Day 2: Lesson 6; pages 277-282
The students will be instructed to tear out pages 277-282 and place
their homework on the top as in they did for the previous lesson
(pages 281-282). They will staple these pages together.
The lesson will begin on page 277. Before we begin, I will have the
materials helpers pass out the tile counters that they used in the
previous lesson. They will be instructed to take out the 3 strips of
paper and 18 tile counters and place the ones they arent using to the
side. I will model this page on the Promethean board. I will have the
students place their tile counters back in the bag and set the bag
aside.
Next, I will model the problems on page 278 using the Promethean
board.
For page 279, the students will be applying the strategy with my
assistance. I will have them get out the 3 strips of paper and 27
counters that they set to the side for them to use for the first problem.
I will walk around the room to make sure students are modeling the
problem correctly with the manipulatives.
The students will then complete the rest of the page on their own.
They can draw pictures in the space provided to help them solve the
problems.
Early-finishers can work on page 280.
I will assist students as they work on the problems independently. I
will read the word problems for the struggling readers in the class. If
students finish all of the problems early, they may read a book quietly
at their desks.
Day 3: Chapter 5 Review; Pages 283-286
The students will be instructed to tear out pages 283-286. They will
staple these pages together.
We will fill in the Vocabulary Check page together. I will have the
students lead this section for the most part to see what they know.
For page 284, I will model problems 9, 11, 13, and 15 on the
Promethean board. I will have the students complete the other
problems independently while I walk around the room to assist and
check their answers.
I will model number 17 on page 285 on the Promethean board, and
then have the students complete the rest of the page independently.
If I discover that several students are having a hard time with a certain
concept, I will review the concept in further detail with them and
provide more practice.
Students may draw pictures to help them with the problems.

Activity Analysis:

Identify at least two activities you plan to use in this lesson and explain why you are
planning these specific activities.
In your explanation include the following prompts:
The activities in the lessons support the objective because the activities are
used to give students the opportunity to fully explore the concepts.
Students who need extra help will get the assistance they need as I walk
around the classroom during independent and guided practice.

The activities have hands-on learning to meet the needs of all students. The
students will be making a foldable to help the remember dividend, divisor,
and quotient.
Technology will be used to present guided practice using the Promethean
board and/or the ELMO projector.

Differentiation/Accommodations/Modifications/Increases in Rigor
Students who have difficulty reading will get the help they need from me. If
students do not understand a concept, we will have further practice until they feel
comfortable with material. The lessons will take as much time as they need.
Students who finish assignments early will be able to complete more math
problems while they wait for the other students to finish.

References:
http://www.nctm.org/standards/content.aspx?id=322
http://www.corestandards.org/Math/Content/3/OA/
Mrs. Wolfe
McGraw Hill My-Math; Grade 3 Vol. 1