UHD-CPDT Lesson Plan

Teacher Candidate Salina Stout________________________ Phone 713-291-1610______________ Email

Mentor Teacher Sandra Frear_ School Northline Elementary_____________ Room 43________

University Supervisor Mattie Sharp_______ Date Nov. 15, 2010__ Time 9:45______________

Subject(s) Mathematics_____________________________ Grade Third_________________

Concept/Goal Students will learn ways to relate multiplication and division. Students
will be able to compose multiplication and division story problems.

Lesson Title Fact Families

TEKS/TAKS: 3(6) Patterns, relationships, and algebraic thinking. The student uses
patterns to solve problems. The student is expected to:
(B) Identify patterns in multiplication facts using concrete objects, pictorial models,
or technology; and
(C) Identify patterns in related multiplication and division sentences (fact families)
such as 2 x 3 = 6, 3 x 2 = 6, 6 ¸ 2 = 3, 6 ¸ 3 = 2.

Objectives:
• Students will be able to use a set of factors to solve
multiplication and division problems.
• Students will be able to create multiplication and division story
problems using factors from the same fact family.
• Students will be able to create arrays for fact families.

Rationale:
• Professional: Piaget’s theory of development represents
constructivism, a view of cognitive development as a process in which
children actively build systems of meaning and understandings of reality
through their experiences and interactions.
• Learner-Centered: It is important for the students to learn the
relationship between multiplication and division to help them quickly
calculate things in real life situations.
Prerequisite Skills: The learner will have prior knowledge of creating arrays, and
be able to multiply and divide.

Assessment: Students will be assessed by their eye contact during the lesson
explanation, accomplishing group work according to directions, by their
explanations using logic when asked questions by the teacher, completing the
individual assignment correctly, and the group discussion at the end of the lesson.

Materials/Set-up:

• pencils
• paper
• construction paper
• glue
• markers
• beans
Sponge/Transition Activity: Students will turn and talk with their neighbor about
what a fact family consists of while the teacher transitions to the next activity.
When the teacher is ready she will tell the students “Let’s come back together
class”; then will proceed to the next activity. (2 mins)

Focus: How many of you guys like kool-aid. The teacher will take a vote making
tally marks on the board of the different flavors of kool-aid the students like. (2
mins)

Connections: Future Learning- The learners will be able to make decisions quicker
in everyday life in terms of sharing items and preparing meals.

Instruction:
Guided Practice: Start with using their prior knowledge by beginning with an array
of red circles that represent cups of kool-aid. Tell the students “Lets pretend one
of your parents poured 12 cups of kool-aid for you and your friends, and each of
you will get exactly three cups each. How many children including you, are there?
Give them time to reply. Have them explain their answers after they reply. Write
the correct answer on the board. Ask them to think of three more problems using
the same numbers (3, 4, and 12). Tell then their needs to be two multiplication
and two division problems. After they have all four facts tell them; we have just
created fact family. A fact family is a group of multiplication and division facts
that come from a set of numbers. Tell the students lets try out one more example
before you guys practice this. If I have 24 glitter pencils and I want to share
them with myself and five other friends, how many pencils would each of us get? We
would solve the problem and I will draw an array on the board to show each person
would get four. Then I will have the students help me find the other three facts
for that fact family. (12 mins)

Group Work: Students will work in small groups. I will give them a word problem.
The students are to use the word problem to develop a fact family, and build an
array using beans to show the word problem. (7 mins)

Guided Practice: I will model what the students will be expected to do for their
independent practice. I will take an index card with a set of numbers on it. I
will create a fact family for those numbers. I will then create a word problem
using one of the equations from my fact family. Then I will build an array to
support my word problem. (5 mins)

Independent Practice: The students will be given index cards with a set of three
numbers on them. They will be asked to create a fact family using those three
numbers. Then the students will create their own word problem using one equation
from their fact family. They will also build an array to support their word
problem. (10 mins)

Closure: I will ask students to share what they have learned from the lesson, and
we will discuss how multiplication and division are related. I will invite
students to share their individual story problems. (7 mins)

Accommodations/Modifications/Extensions: Students with exceptionalities will only

be required to write the fact family and build an array for one of the facts for
their individual assignment. For gifted students, the teacher may want to give
them fact families that have larger numbers. Gifted students can also be asked to
prepare two story problems at the end of their individual work.
Jasmine was planting flowers in her
garden. She had 30 flowers and she
wanted to place them into 6 rows.
How many flowers would be in each
row?

Dariah has 18 pieces of candy. She

wants to share with her two friends.
Including her it is 3 of them, how
many pieces of candy would each one
of them get?

Julius has 28 toy cars. He wants to

divide them into 4 boxes equally. How
many cars will go in each box?

Jayla has 16 cupcakes for the party.

She gave each guest 2 cupcakes, how
many guests were at the party?
Mrs. Frear has 40 stickers and 5
students. She wants to divide the
stickers equally among her 5 students.
How many stickers will each student
get?