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Lesson Overview Title: Multiplication and Division Author: Hannah Smith Subject: Mathematics Grade Level(s): 3rd Duration: Class Period

Lesson Description for Day: The students will practice their multiplication and division skills. The students will be doing two different activities: The broken calculator activities The Poster Method activity Common Core Standards Operations and Algebraic: ThinkingRepresent and solve problems involving multiplication and division. 3.OA.3Use 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. 3.OA.4Determine 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 = ?.Understand properties of multiplication and the relationship between multiplication and division .3.OA.6Understand division as an unknown-factor problem. For example, divide 32 8 by finding the number that makes 32 when multiplied by 8. Number and Operations in Base Ten: Use place value understanding and properties of operations to perform multidigit arithmetic. 3.NBT.1Use place value understanding to round whole numbers to the nearest 10 or 100. 3.NBT.2Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. (A range of algorithms may be used.) 3.NBT.3Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 80, 5 60) using strategies based on place value and properties of operations. (A range of algorithms may be used.)
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Lesson Goals: To help students understand that there are different types of multiplication and division problems. To help students understand that there is more than one way to solve a problem. Methods Anticipatory Set: The broken calculator activities Each student will be given a recording sheet and a calculator.. The broken multiplication key Students will be told to solve two multiplication exercises without using the multiplication key. The exercises are: 9 x 80 32 x 120 Answer key (720, 3840) The broken division key The students will be told to two various division exercises without using the division key. The exercises are: 39 3 200 8 Answer key (13, 25) Introduce and Model New Knowledge: The Poster Method Each student will be given a problem. Not every student will have the same problem. Half of the students will have problem A, and the other half will have problem B.

Problem A: Mark has 4 bags of apples. There are 6 apples in each bag. How many apples does Mark have altogether? (Multiplication) Problem B: Mark has 24 apples. He wants to share them equally among his 4 friends. How many apples will each friend receive? (Division) The students will determine if the problem is a multiplication problem or a division problem and state why. The students will then be divided into 4 or 6 groups. The group members in each group will have the same problem. As a group the students will determine how they will want to solve the problem. Then they will solve it. They will show their work on a poster paper that will be provided for them.

The group will then answer the following questions on the back of the poster: o Was the problem a multiplication or division problem? Why? o What was your process? o How do you know your answer is correct? The groups will then share their process with the class.

Provide Guided Practice: Broken Calculator

Students will be able to work with a partner; this will allow them to bounce ideas off of one another. If students get stuck the teacher will provide an example of an expression that can be used. Poster Method

Essential Questions Is this a multiplication or a division problem? Restate the problem in your own words? What method will you use to solve the problem? Sharing

Each group will be asked to explain what they did and how they got their answer. A student (from another group) will be asked to ask the group (that presented) a question. The first two steps will continue until each group has presented.

Provide Independent Practice: Broken Calculator The students have the choice of working independently. Poster Activity Before the students break off into their groups each student will solve most of their problem individually. The students will: Re-write the problem in their own words Identify the information in the problem Determine the different kinds of methods they can use to solve the problem.

Wrap-Up After the last group presents and answers questions, the groups will be asked to post their posters on the wall and to pack everything up. The students will have a few minutes to journal about the math lesson.

Assessment Formative/Ongoing Assessment: Checklist-Self Assessments The student came up with an expression for each exercise. The student used base 10 The student used repeated addition The students used repeated subtraction The students rounded off The student was able to come up with two or more expressions for each exercise. The student was able to determine if the problem was multiplication or division and state why. The student showed that they understood the problem by being able to re-write the problem in his/her own words. The student was able to identify the unknown. The group (members) was able to explain his/her reasoning. The group stated what method was used. The group explained how they knew their answer was correct. The group was able to answer questions from their peers.

Materials Posters/Chart Paper Calculators Data sheets Pens Markers Manipulatives

Name: ______________________ Date: _______________________

Broken Calculator

Multiplication Problem 1: Problem 1:

Division

Problem 2:

Problem 2:

Name: _________________________ Date: _________________________

Problem

Re-Write the Problem:

What kind of problem is this?

What methods can you use to solve this problem?