Elyssa Place April 10, 2013

Multiplication and Division Word Problems Lesson

Pre Planning Thoughts:
The class environment in Ms. Maloneys third grade room is very easy going with some structure.
The students look up to their teacher and are not afraid to confront her with problems. They follow
the rules for the most part. They know that they must raise their hands before getting out of their
seats and to talk. They have some trouble talking without raising their hands. They love to
participate in lessons. A strength of mine with this class is that they all genuinely like me and are
always up for talking to me. A couple can get off task easily and talk about irrelevant topics. An
apprehension I have is having the students stay on topic and get the work done. To deal with this I
know that I am going to have to redirect them towards the work and not give them time to get off
topic. I am going to have to make sure that they are involved with the lesson and incorporate their
interests. I also have a tendency to move fast through my lessons. I am going to have to remind
myself to take my time and check for understanding of the students frequently. The Jesuit Ideals
that influences me as a teacher is discernment and men and women for others. I see myself as a
teacher that was called to lead children to become the best they can be and to encourage them.

Instructional Goal and Purpose (Rationale):
The students will go over their multiplication facts and division problems that they probably have
not looked at since before break. They will understand how to solve simple multiplication and
division word problems.

NYS Standards:
Subject: Mathematics
Grade: Grade 3
Domain: Operations and Algebraic Thinking 3.OA
Area: Understand properties of multiplication and the
relationship between multiplication and division.
Standard:
6. Understand division as an unknown-factor problem. For
example, find 32 8 by finding the number that makes
32 when multiplied by 8.

Area: Multiply and divide within 100.
Standard:
7. Fluently multiply and divide within 100, using
strategies such as the relationship between multiplication
and division (e.g., knowing that 8 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.



Lesson Objectives:
Given 3 multiplication and 3 division problems, students will be able to find the answer with
minimal assistance four out of six times.

Materials/Technology:
M&Ms
Smart board
Handout for vocabulary
Handout with a multiplication and a division problem for guided practice
The multiplication and division word problem book with 3 multiplication and 3 division
word problems

Academic Language: I will teach the students about illustrations for multiplication and division
word problems. I will teach them about the different words that they can look for in the word
problems to help them figure out if it is multiplication or division. Multiplication: times, twice,
and find all together. Division: divide, share and each.

Anticipatory Set:
I will show the students the bag of M&Ms that I have. I will tell them that I have 36 M&Ms and
that I want to give all 6 of them the same amount. How many will each of them get? If they have
trouble figuring out the answer I will write the numbers on the board and guide them through the
though process. I will explain that if they listen and complete the worksheet that after the lesson
they can receive the M&Ms.

Step-by-Step Procedures:
1. Show the M&Ms to the students and explain that I have 36 and I want to share them
equally with the 6 of them.
2. Ask them what I should do. Then ask them what the math problem should look like. The
UDL element I am utilizing is activating the students prior knowledge and engaging them
in hands on thinking. They know what multiplication and division are. Now they are using
what they know to solve word problems. The visuals of the M&Ms help them visually see
with manipulatives how to solve a division problem.
3. Tell them if they do all their work and behave that they will receive the M&Ms at the end
of the lesson. The EBP of having edible reinforcement is outlined in The Tough Kid Book
written by Ginger Rhode, William R. Jenson and H. Kenton Reavis. Reinforcement when
done right can lead children to behave during a lesson. By telling the students that they will
earn M&Ms after the lesson if they will behave, they will be more compliant. (page 32)
4. The UDL element is to have the children organize the language that I will teach into two
different sections on a handout (see attached). The two sections are multiplication and
division. The students will be able to use the list that we make to help them work through
the problems. I will have the words on the smart board and work with the students to place
the words on the right side.
5. I will then do a multiplication problem and illustrate it for them. The illustrations and
having the children draw illustrations for the word problems brings in an UDL element. It
gives them an alternative way to look at the problem and understand it fully.
6. The children and I will do 2 multiplication problems and a division problem together (see
attached). The Tough Kid Book explains that there is overwhelming research that has been
done in support of direct instruction. The EBP means that what I plan on saying is
preplanned, I will ask the students questions throughout to make sure that they understand
and their motivation is maintained through my praise and encouragement. It provides a
structured learning environment that encourages participation and mastery. (page 91)
7. The children will do their own multiplication and division word problem book with 3
multiplication and 3 division problems (see attached). As they finish I will hand out the
M&Ms.
8. I will go over the problems with the students after they finish
9. I will end the lesson by saying that they can get ready for reading.


Modeling: I will model for the students how to solve a division problem with the M&Ms and then
a multiplication problem. The M&Ms, the words of the problem, my explanations and the
illustrations all act as different visuals for the students. The UDL principle helps the children see
different means of representation.

Formative Assessment: As the lesson goes on I will ask the students if they are understanding
and encourage them to ask questions. I will also ask them certain questions as I work through the
problems. I will look to them to guide me through the problems and try to offer the least amount
of assistance as possible.

Guided Practice: Together the children and I will do a multiplication and a division problem. The
UDL principle of multiple means of action and engagement comes into play because the children
have to option of using the chart of the different terms of multiplication and division to help guide
them. I will also encourage the children to answer the problems on their own. I will use the least
amount of assistance possible.

Evaluation: I will check for understanding when I look at the 6 different problems that the
children completed in the word problem book. I would like the students to at the least get 2 out of
the 6 wrong. The UDL principle of multiple means of expression plays a role because the
students will be allowed to use the list that we had created about the different words used for
multiplication and division. The list will help them determine if the problems are multiplication or
division.

Independent Practice: Same as evaluation

Closure: I will end the lesson by going over the problems with the students. Then I will explain
that they need to get ready for reading and that Mrs. Maloney will take over.

Collaborative Planning: The aide has been working with the children on their multiplication
tables.




Name _____________________


Together we will solve the following word problems using illustrations.


1. Jessica ate 3 pieces of pizza. Daniel ate 2 times more than she did. How many
pieces did Daniel eat?











2. Ryan and his family eat 2 cartons of eggs a day. Each carton has 10
eggs in it. How many eggs does the family eat a day?












3. Dougs mother has 24 suckers to give to 6 of Dougs friends. How many suckers
will each of his friends get?







Multiplication and Division Vocabulary List


Name ______________________


Multiplication Division







































Illustrated by _____________



Daniel has 4 bedrooms in his house.
Each room has 3 people in them. How many people
are in the house?










































Mrs. Smiths classroom has 7 students. Mrs. Smith has 49 stickers
and wants to give each child the same amount of stickers.
How many stickers will each child receive?






















Arthur picked 12 flowers for his mom and grandma. If he
wants to give each the same amount, how many flowers
will his mom and grandma each receive?



















Chris, Omar and Isabella each have 6 pencils.
How many pencils are there in all?

























Gordan had a lemonade stand for 7 days.
He sold 4 cups of lemonade each day. How many cups did he sell in all?

























Lilly had 24 oranges and 3 boxes.
How many oranges will fit in each box?