- Third Grade
- 115 minutes
- Standards: 3.OA.C.7
In this lesson, your students will create their own math facts and practice them! They will understand that multiplication and division are opposites.
Students will learn to multiply and divide numbers within 100 fluently. Students will be able to identify the relationship between multiplication and division.
Introduction (10 minutes)
- Instruct students to skip count out loud by 2's, 3's, 4's, 5's, 6’s, and 10's.
- Display a multiplication chart on the board for students who are not fluent.
- Instruct them to read along.
Explicit Instruction/Teacher Modeling (15 minutes)
- Take out 8 blocks and divide them by 2's.
- Ask students how many 2's make the 8.
- When they answer 4, explain that it's because 2 x 4 = 8.
- Show that if you just take the 8 and divide it into groups of 2, it will give you 8 / 2 = 4.
- Explain that this is because division and multiplication are opposites.
- Explain that a multiplication and division fact that contain the same numbers make a fact family.
- Demonstrate another example with the same method you did with 2 x 4 = 8.
- Write 3 x 8 on the board. Instruct students to come up with the answer.
- Instruct students to now turn 3 x 8 = 24 into a division fact.
- After that, count up by 3 eight times.
Guided Practice/Interactive Modeling (40 minutes)
- Instruct students to get into groups of 2. Give each group 10 index cards. Instruct each group to write a multiplication fact on the front and the opposite division fact on the back.
- Model one card for the students.
- Display the multiplication chart on the board for reference.
- Give the students ten minutes to create the cards.
- After that, have each group put their cards in a sandwich bag.
- Instruct students to gather on the floor with their bags and sit in a circle.
- Go around the circle and label each bag with a consecutive number. Let students know that the number on the bag is their group number.
- Explain to students that they need to take out the card when you whistle and practice with their partner.
- When the first whistle blows, instruct them to practice, and on the second, have them put the cards in the bag. On the third blow, direct them to pass the bag to the next group and so on.
- Remind students that they need to switch roles and take turns asking and answering questions. For example, if person A asked for set 1, then person B should ask for set 2, and so on.
- Have students rotate bags until each group has gotten a chance to practice with each set.
- Instruct students to place the bags in a shoe box.
Independent Working Time (20 minutes)
- Instruct students to complete the Color by Number worksheet.
- Ask your students to write the multiplication fact along with the answer under each problem.
- Enrichment: Instruct students to complete Alex's Multiplication Table to obtain fluency of math facts.
- Support: Direct students to practice with a partner using index cards in sandwich bags to obtain fluency. Have your students practice with the blocks to see division and multiplication happen visually.
Assessment (20 minutes)
- Instruct students to complete the Donut Division worksheet. Ask students to write the multiplication fact for each problem along with the answer.
- Model one problem on the board.
Review and Closing (10 minutes)
- Divide the class into 5 groups.
- Have group 1 come to the front of class.
- Instruct group 1 members to stand in a line.
- Explain to students that they need to answer questions in order. If they don't know the answer, tell them to pass so that the next person can answer it.
- Ask a multiplication or division fact question.
- Set the timer to 2 minutes and start.
- Ask a reliable student to put a tally on the board every time a student gets an answer correct.
- Repeat this for groups 2-5.