BJ Hemphill

Lesson Plan Grade 3

Multiplication / Division
Differentiated Lesson 1 Goal 1
Math Concept Develop an understanding of the meaning of division.
CCSS Math Content OA.3. Use multiplication and division within 100 to solve words 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.
Big Ideas: How are multiplication and division related. Using patterns (arrays) can help us solve
multiplication and division problems and making a model, drawing, or writing out explanation
helps use understand and comprehend.
Lesson Goal #1 Students will determine the number of adults chaperones needed to take a field
trip. Students will explore the relationships between two quantities within a situation.
Open Questions: All three of our 3rd grade classes are going to take busses on a field trip. If we
have a set amount of students and we need a certain amount of chaperones (adults) to watch
them, how can we determine how many chaperones we will need?
Expected Responses:
Have this side of the class go with one teacher and the other half go with the other
teacher.
Separate the girls and the boys and have the girls go with one teacher and the boys go
with the one teacher.
Divide them up into groups.
Have each teacher take their own students.
We could just have our parents go with us.
Management:
Students will pair share with their partner at their table groups of 4.
Teacher questions to probe student thinking. For every 24 students, 1 teacher is needed,
what if there were 48 students in this class - how many teachers would be needed? How
many teachers would be needed if there were 72 students? Now you know that for every
24 students, 1 teacher is needed, but when we go on our field trip an adult chaperone is
required for every 8 students. How many chaperones will be needed (including teachers)
on our field trip?
Academic Language: Start listing which words they choose to describe what information they
are going to need to be successful with this lesson and replace them with appropriate academic
grade level vocabulary.
Divide a bunch of students up - dividend
Draw 24 dots - array
Cut up the dots and put them into equal groups - divide
The results of numbers multiplied together - products
Students left over - remainder
Number of adults for students - divisor
The answer when we divide - quotient
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A number multiplied by another number - factor

Debrief: Have students work through various ways of how the arrays of 24 can be divided into
equal groups. Students will write in their math journals about their solutions, using academic
vocabulary.
I was able to divide the __array_______ of 24 into __2, 3, 4, 6, 8, and 12_____ equal
groups with ___zero_____ remainders.
I wrote down all the _____factors_____ of 24 and I saw that there were 3 groups of 8
and 8 groups of 3.
Which means that ______3______ chaperones for each class will
be needed for our field trip.
Summarize what they have learned: Provide students with the following paragraph frames on a
strip of paper. Each student will be required to complete the frames and writes them down in
their math journals. Remind them to use their academic vocabulary.
I could divide my ____array_______ of 24 into several equal groups with
_____zero_________ remainders. So, the factors of 24 are: 1, 2, 3, 4, 6, 8, 12 and 24.
I can reason that _____3______ adult chaperones will be needed for each class and
for 72 students (three classes) ______9_____ chaperones will be needed for our field trip.
Formative Assessment: On a piece of paper (with their names in the upper right hand corner) Explain why we need 9 chaperones and not 12.

272699439.doc

BJ Hemphill
Lesson Plan Grade 3
Multiplication / Division
Differentiated Lesson 1 Goal 2
Tiered lesson Students will be divided into two groups depending on the responses from lesson
#1 - explain why only 9 chaperones are needed instead of 12.
Lesson Goal #2: Students will continue working with arrays of 36 and will draw conclusions
about the factors of 36. They will write their solutions in their math journals.
Group 1 - Students will work in pairs to determine the factors or 36 and
will begin to set up division problems (indicating: dividend, divisor, quotient,
remainder).
Group 2 - Students will work with the teacher to gain a better understanding of
how arrays are divided into equal groups with no remainders and will work on
determining how many chaperones would be needed if there were only 48 students.
Direct vocabulary instruction: work with group 2 to develop a deeper understanding of academic
vocabulary.
Academic language check: students will review their work (in their math journals) and then have
their partner review their work making sure they used academic vocabulary in their sentences.
Debrief: discuss their findings. Guide students in making the correct conclusions: the dividend
36 can be divided by several divisors equally, the quotient is the number (not including the
remainder). This means that the divisors and quotients are factors of the dividend and that the
dividend is the product when the factors are multiplied together.

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