Katie Hugus

Unit Plan Lessons

All Worksheets Attached Separately

Lesson 1:
Title: The Doorbell Rang Division Introduction
Grade level: 3
Date of Use: Tuesday, November 3, 2015
Length of lesson: 1 hour
Concept Trajectory:

Before: Students will know that multiplication is items in equal groups.

After: Students will know that division is the reverse procedure of multiplication.
NC Essential Standard for Science, Math Common Core Standard:

CCSS.3.OA.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 8 as the number of
objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when
56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a
number of shares or a number of groups can be expressed as 568.
CCSS.3.OA.3 Use 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.
CCSS.3.OA.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.
Standards for Mathematical Practice or Science Practices:

Make sense of problems

Model with mathematics
Attend to precision
Look for structure
Construct viable arguments

Learning Outcomes:

Students will know:

How to share equally, using division.
Students will be able to:
Share a quantity equally
I Can Statement: I can think of division as sharing equally.
Formative Assessment:

During the lesson I will be walking around the room observing students while they are working on their
division worksheets with their partners. I will ask them questions throughout the lesson to ensure they are
gaining understanding. I will collect their worksheets to see if they understand the concept.
Resources/Materials:

The Doorbell Rang by Pat Hutchins

Division worksheet
Red/Yellow chips
Document Camera

Essential Vocabulary:

Factor
Product
Quotient
Division
Dividend
Divisor
Multiplication

Instructional Procedures:
Opener/Link

8:00: 30 min: Teacher Directed

o Have students take a pencil out and leave it on their desk, come to the carpet by table.
We are going to think about division today. Who can tell me what you know about
division? Have you heard that word before? (Evaluating, remembering)
o Take out The Doorbell Rang and begin reading it.
We are going to read this book. I want you all to see if you can find any math in
the story. Maybe there will be some division!
Have any of you ever shared something with someone? Or has someone ever
shared with you? Mention Takis at lunch and playing cards.
o Read through the book, stopping while going through to explain and ask the students
questions about that is happening.
What just happened in the story? How does this sharing relate to math and maybe
division? If I was going to show this in a drawing how would I show it? What is a
dozen? Think about what you did with your candy boxes, how does this relate?
(Analyzing, Understanding)
o On each page, stop and show the cookies (chips) on the document camera for each page.
8:30:30 min: Independent Practice
o Pass out cookie worksheets and have students go back to their seats with their partners to
complete the worksheet. Partner 1 will get the chips, partner 2 will get 2 worksheets.
o Have students work on the worksheets, showing their understanding of division.
o If students finish early, have them write each of the problems in a world problem in their
journals.
Closure

9:00:5 min: Teacher Directed

o Collect worksheets from students. Ask students to tell me about what they learned about
division and how it could relate to multiplication. Have students write their answers in their
thoughtful log.
How did what we did today help you understand division? What connections can
you make between division and multiplication? (Evaluating)
Classroom Management:

Clear Explicit Directions: If a student is misbehaving, give them a warning and the
second time would be removing their stick from the cup. After their stick is removed,
they will move their color down. Explicitly model the directions for the activity.

o
o

Materials and Transitions: Call students to the carpet by their table number based on who
is behaving. Send them back to their desks with their partners for the activity. Give them
a specific location to go to when moving with their partner. While they are returning to
their desk, assign each partner to get the materials (Partner 1 gets the chips, Partner 2 gets
the sheets). When the assignment is completed, have each partner return the materials
that they got.
Getting Students Attention: Clap moves to get their attention and hands still. Use talk
moves (Can you tell me what ___ just said?) to ensure they are still listening,.
Specific Students to Focus On: Howard, JaKaden, Jonathan, Gabe

Meeting Specific Learning Needs of your Students

Differentiate:
o Partners will be strategically selected before the lesson begins to reduce behavior issues
and increase efficiency while working together. Partners will also be strategically
placed around the room to reduce distraction from the people around them. Students
who finish the worksheet early will be asked to create word problems with the
equations on the sheet.
Universal Design for Learning
o I will provide the students with several models of the concept and how their work
should be completed.
o Students will be able to demonstrate their knowledge using both written and
manipulative forms.
Multiple Entry Points
o Visual: The visual learners will be able to see the same problem in written and visual
form.
o Intrapersonal: The intrapersonal learners will be able to work with a partner to talk
through their ideas and reflect on their partners thinking.
Diverse Learners:
o The literature that is being used is culturally responsive by including various cultures
and an example that students can relate to. The manipulatives being used are also
culturally appropriate.
Modifications
o Gifted students will write word problems in addition the completing the worksheet.
They will also create multiplication problems using the numbers on the worksheet.
Students with learning disabilities and English language learners will work in a small
group with Mrs. Allen if they need extra assistance.
Accommodations
o Jonathan and Howard will be placed strategically with a partners, who can help them.
They will also be monitored closely by myself and Mrs. Allen.

Self and/or Peer Assessment:

Students will peer assess while completing the worksheet. They will work together to determine

what answer they will be writing down.

Lesson 2:
Title: Division Strategy Rotations
Grade level: 3
Date of Use: Friday, November 6, 2015
Length of lesson: 1 hour 20 min (10:00-11:20)
Concept Trajectory:
Before: Students will know that division is sharing equally.
After: Students will know that division can be solved using various strategies.
NC Essential Standard for Science, Math Common Core Standard:
CCSS.3.OA.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 8 as the number of
objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when
56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a
number of shares or a number of groups can be expressed as 568.
CCSS.3.OA.3 Use 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.
CCSS.3.OA.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.
Integration Standard
CCSS.3.SL.CC.1 Engage effectively in a range of collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others
ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied
required material; explicitly draw on that preparation and other information known about the
topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions (e.g.,
gaining the floor in respectful ways, listening to others with care, speaking one at a time about
the topics and texts under discussion). c. Ask questions to check understanding of information
presented, stay on topic, and link their comments to the remarks of others. d. Explain their own
ideas and understanding in light of the discussion.
Standards for Mathematical Practice or Science Practices:
Make sense of problems
Model with mathematics
Attend to precision
Look for structure
Construct viable arguments
Learning Outcomes:
Students will know:
Division can be solved using a variety of strategies.
Students will be able to:
Solve division problems using equal sharing, repeated subtraction and circles and stars..

I Can Statement: I can solve division problems using equal sharing, repeated subtraction and circles and
stars.
Formative Assessment:
During the lesson I will be walking around the room observing students as they complete their daily
practice problem and division rotations. I will ask them questions throughout the lesson to ensure they are
gaining understanding. I will use the Give Me 5 strategy to assess the students as the closure for the
activity. They will silently reflect and then share together 5 new things they learned.
Resources/Materials:
Manipulatives
Thoughtful Log
Daily Practice Journal
Thoughtful Logs
Daily Practice Problem
Essential Vocabulary:
Factor (Number of groups/Number in each group)
Product (Total)
Quotient (Number of groups)
Dividend (Total)
Divisor (Number in each group)
Division
Multiplication

Instructional Procedures:
Opener/Link
10:00: 10 min: Independent Practice
o Have student solve the daily practice problem. They will glue the problem in their Daily
Practice journal. Read aloud the problem after they glue into their journals.
Mrs. Allen bought some bags of Halloween candy. There were 5 candies in each
bag. She bought 15 candies altogether. How many bags of Halloween candy did
she buy?
o Have students solve the problem in their journals, ensuring they have the equation, a
picture and a label. If a student finishes early, have them try to solve the problem in a
different way.
Using STOP, how can you visualize this problem? What does this problem look
like? (Analyzing)
Look for equal share drawings, regular pictures, counting by 5s.
Students can use manipulatives to help them.
Address some grouping problems, putting 15 in each group, by independently
guiding their problem solving.
10:10:30 min: Teacher Directed/ Guided Practice
o Have students explain their thinking by coming up to the board and showing their strategy
under the document camera.
Look for equal share drawings, regular pictures, counting by 5s.

Show the grouping by having students stand up to represent the candies. Have 15
students move into equal groups of 5. Show that they can be moved into 3 groups
of 5.
Why did we use this label? Explain to me why you wrote the problem out
like that (Evaluating)
Why does this answer make sense? (Analyzing)
o Work with students to create a chart with the different division strategies (equal sharing,
repeated subtraction, circles and stars). Use the strategies that students use to solve their
problem.
o Write the inverse equation/related multiplication on the board. As a class, fill out the
multiplication outline for the problem.
Turn and talk about what you think each of these numbers might mean/how are
they related.
I want to write a multiplication equation for this problem. What are the number of
groups in this problem? Do we know this information from the problem? Does the
problem tell us the group size? Does the problem tell us the total, or the product?
(Analyzing)
Turn and talk to your table about how our word problem would change if we wrote
it like a multiplication problem. (Understanding)
o Write the inverse equation outline, including the numbers from the sample problem. Have
students write it in their thoughtful logs. Identify the dividend (total), divisor (Number in
each group), and quotient (number of groups).
How do these division words relate to what we already know about multiplication?
What numbers are they in our daily practice problem? (Applying)
10:40: 25 min (6 min per station): Independent Practice
o Students will be rotating around the classroom to various division stations, allowing them
to practice division strategies. Students will be completing 6 word problems, solving 2
problems per strategy. There will be 3 stations around the room: the carpet-repeated
subtraction, the back two tables-circles and stars, the two tables by the red counter-equal
shares. Each group will be solving 2 problems per station and rotate around the stations.
Students will rotate in groups to each station. They will complete their work on
their worksheet, which will go in their OTIS.
Leave up chart with different strategies. Go through another example with students
before they begin rotating.
There were 10 boxes of cereal in the aisle at the Food Lion. The cereal boxes were
in rows, with 5 boxes in each row. How many rows were there?
Closure
11:05: 10 min: Guided Practice (Give Me 5)
o Students are going to get one silent minute to think about strategies they used during the
lesson. Theyll write on paint strips, showing 5 things they learned/used during the lesson
or even questions they have. Theyll write one thing per color.
What are some ways your thinking changed about the connection between
multiplication and division? (Evaluating)
What did you learn about division through our new strategies? (Understandimg)
Classroom Management:
Clear Explicit Directions: If a student is misbehaving, give them a warning and the second time
would be removing their stick from the cup. After their stick is removed, they will move their
color down. Explicitly model the directions for the activity. Certain individuals will get two

pieces of tape, in addition to their stick, giving them more warning opportunities before their
color gets dropped.
Materials and Transitions: Have students get their individual materials out at the beginning of the
lesson. Pass out the papers for each group.
Getting Students Attention: Clap moves to get their attention and hands still. Use talk moves (Can
you tell me what ___ just said?) to ensure they are still listening,.
Specific Students to Focus On: Howard, JaKaden, Jonathan, Gabe

Meeting Specific Learning Needs of your Students

o Differentiate:
o Students will be asked to use different strategies to solve the division problems if they
finish early. They will be able to write, draw and explain for their daily practice.
o Universal Design for Learning
o I will provide the students with several models of the concept and how their work
should be completed.
o Students will be able to demonstrate their knowledge using both written and
manipulative forms.
o Multiple Entry Points
o Visual: The visual learners will be able to see the same problem in written and visual
form.
o Intrapersonal: The intrapersonal learners will be able to work with a group to talk
through their ideas and reflect on their groups thinking.
o Diverse Learners:
o The example is culturally appropriate for the students.
o Modifications
o Gifted students will use different strategies to solve. Students with learning disabilities
and English language learners will work in a small group with Mrs. Allen if they need
extra assistance.
o Accommodations
o Jonathan and Howard will be monitored closely by Mrs. Allen and myself.

Self and/or Peer Assessment:

Students will self-assess while they are participating in the Give Me 5 closure. They will be
given time to reflect on their ideas and think about the learning they did that day.

Lesson 3:
Title: Multiplication and Division Word Problems
Grade level: 3
Date of Use: Monday, November 9, 2015
Length of lesson: 10:00-11:20 (1 hour 20)
Concept Trajectory:
Before: Students will know that division and multiplication can be solved using various strategies.
After: Students will be able to use various strategies to solve multiplication and division problems.
NC Essential Standard for Math Common Core Standard:
CCSS.3.OA.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 8 as the number of
objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when
56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a
number of shares or a number of groups can be expressed as 568.
CCSS.3.OA.3 Use 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.
CCSS.3.OA.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.
Integration Standard
CCSS.3.SL.CC.1 Engage effectively in a range of collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others
ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied
required material; explicitly draw on that preparation and other information known about the
topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions (e.g.,
gaining the floor in respectful ways, listening to others with care, speaking one at a time about
the topics and texts under discussion). c. Ask questions to check understanding of information
presented, stay on topic, and link their comments to the remarks of others. d. Explain their own
ideas and understanding in light of the discussion.
Standards for Mathematical Practice or Science Practices:
Make sense of problems
Model with mathematics
Attend to precision
Look for structure
Construct viable arguments
Learning Outcomes:
Students will know:
That division and multiplication problems can be solved using a variety of strategies.
Students will be able to:
Solve multiplication and division problems using various strategies.
I Can Statement: I can solve multiplication and division word problems using a variety of strategies.

Formative Assessment: During the lesson I will be walking around the room observing students as they
complete their multiplication and division word problems. I will ask them questions throughout the lesson
to ensure they are gaining understanding. I will use the Give Me 5 strategy to assess the students as the
closure for the activity. They will silently reflect and then share together 5 new things they learned.
Resources/Materials:
Manipulatives
Thoughtful Logs
Daily Practice Journals
Multiplication and Division Word Problems
Essential Vocabulary:
Factor (Number of groups/Number in each group)
Product (Total)
Quotient (Number of groups)
Dividend (Total)
Divisor (Number in each group)
Division
Multiplication
Instructional Procedures:
Opener/Link
10:00: 10 min: Guided Practice (Give Me 5)
o Students are going to get one silent minute to think or write in their Thoughtful Log about
the connection between multiplication and division. The class will share things we talked
about until I am holding up 5 fingers, one for each new item.
What are some ways your thinking changed about the connection between
multiplication and division? (Evaluating)
10:10: 35 min: Independent Practice
o Students will be solving multiplication and division word problems, using different
strategies. Each table will have a set of word problem cards that will either be a
multiplication problem or a division problem. They will write their answers in their daily
practice journal. Once they are done with one problem and approved by myself or Mrs.
Allen, they will pick up a new card. They must show the following in their journal for each
problem:
Type of problem (Multiplication or Division), Equation and answer with correct
label, strategy used, and inverse equation.
These will be shown on the document camera using a sample problem.
There are 30 tacos delivered to Inglewood Elementary School. The tacos have to
be shared between 3 classes. How many tacos will each class get?
Show all 3 division strategies.
Students should solve at least 4 problems
Students who are struggling will be given support by assistance from Mrs. Allen or
I.
Closure
10:45: 25 min: Guided Practice
o In students Thoughtful Logs, write the inverse equation for a division equation and label
each digit for what it represents.

Multiplication: Factor (number of groups) X Factor (number in each group) =

Product (Total)
Division: Dividend (Total) Divisor (Number in each group) = Quotient (Number
of groups)
Solve a sample word problem together in their thoughtful logs, showing the different
division strategies: equal shares, repeated subtraction and circles and stars. Start by reading
the problem out loud and underlining the important information. (Show problem on the
document camera) Solve using each strategy, giving them time to work on it before
reviewing each strategy as a class.
Kieras teacher gave her 30 stickers. She put the same number of stickers on each 5
folders. How many stickers did she put on each folder?

Classroom Management:
Clear Explicit Directions: If a student is misbehaving, give them a warning and the second time
would be removing their stick from the cup. After their stick is removed, they will move their
color down. Explicitly model the directions for the activity. Go through the example problem
together, modeling each strategy. Certain individuals will get two pieces of tape, in addition to
their stick, giving them more warning opportunities before their color gets dropped.
Materials and Transitions: Have students get their individual materials out at the beginning of the
lesson. Pass out materials before the students arrive.
Getting Students Attention: Clap moves to get their attention and hands still. Use talk moves (Can
you tell me what ___ just said?) to ensure they are still listening,.
Specific Students to Focus On: Howard, JaKaden, Jonathan, Gabe

Meeting Specific Learning Needs of your Students

o Differentiate:
o Students will be asked to use different strategies to solve the division problems if they
finish early. They will be able to write, draw and explain for their daily practice.
o Universal Design for Learning
o I will provide the students with several models of the concept and how their work
should be completed.
o Students will be able to demonstrate their knowledge using both written and
manipulative forms.
o Multiple Entry Points
o Visual: The visual learners will be able to see the same problem in written and visual
form.
o Diverse Learners:
o The word problems are culturally appropriate.
o Modifications
o Gifted students will use different strategies to solve. Students with learning disabilities
and English language learners will work in a small group with Mrs. Allen if they need
extra assistance.
o Accommodations
o Jonathan and Howard will be monitored closely by Mrs. Allen and myself.
Self and/or Peer Assessment:
Students will self-assess while they are participating in the Give Me 5 closure. They will be
given time to reflect on their ideas and think about the learning they did that day.

Lesson 4/5:
Title: Playful Puppies Area
Grade level: 3
Date of Use: Friday, November 13, 2015-Monday, November 16, 2015
Length of lesson: 10:00-11:20 (1 hour 20)
Concept Trajectory:
Before: Students will know different strategies for multiplying and dividing.
After: Students will use the distributive property to break apart rectangles and find the area.
NC Essential Standard for Math Common Core Standard:
CCSS.3.MD.7 C: Relate area to the operations of multiplication and addition. Use tiling to show in a
concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a b
and a c. Use area models to represent the distributive property in mathematical reasoning.

Standards for Mathematical Practice or Science Practices:

Model with mathematics
Look for and make use of structure
Learning Outcomes:
Students will know:
How to use the distributive property to find the area of a rectangle.
Students will be able to:
Break apart rectangles into two smaller areas and multiply to find the area of the whole.
I Can Statement: I can use the distributive property to find the area of a rectangle.
Formative Assessment: During the lesson I will be walking around the room observing students as they
complete their Playful Puppies activity. I will ask them questions throughout the lesson to ensure they are
gaining understanding. I will give students an exit ticket problem that will allow them to show their
understanding of the distributive property.
Resources/Materials:
Graph Paper
Square Tiles
Playful Puppies worksheet
Exit Ticket
Essential Vocabulary:
Distributive Property
Area
Multiplication
Factors, Product
Instructional Procedures:
Day 1: Friday, November 13, 2015
Opener/Link
10:00: 60 min: Guided Practice

Have students get a pencil and stand on the rug. Have them get with their partner and
intentionally seat them around the room at locations that have square tiles and graph paper
at them.
o Students will be making a rectangle with 24 tiles. Instruct them to think about it as rows
and columns. Have them write the groups of and the equation for their rectangles. When
they are done, they should find more rectangles.
We are going to be making a yard for our new puppy. Our puppy needs some
space to play. We only have 24 units (tiles) to work with but it has to be a
rectangle. Lets see how many ways we can arrange our units to make room for our
puppy.
Review what a rectangle is, length and width, rows and columns, how to draw their
rectangle on the graph paper.
Once the students have their possible solutions, invite them to the document
camera to show their arrangements. (12x2, 6x4, 8x3)
Are all of these rectangles the same? How do you know that? (Analyzing)
Is the total number of tiles the same? Did our area change?
(Understanding)
Look for understanding that the rectangles are the same because the units did not
change.
Day 2: Monday, November 16, 2015
10:00: 60 min: Independent Practice
o Students will be completing the Playful Puppies worksheet. As they complete each section
of the activity, they must be checked off to move on to the next section. They can use
square tiles if they need extra support. Stop after each section to go through them as a class
on the document camera.
Go through the first section together to ensure they understand.
Model the area on the document camera with tiles if available. Model the answers
as well on the worksheet.
How can we find the total area of our rectangle in the most efficient way?
What numbers are we using to find the area? (Applying)
What does area mean? (Evaluating)
o Come back together at the end of the activity to discuss how breaking apart the area is
called the distributive property.
Closure
11:00: 10 min: Independent Practice
o Students will be given a half sheet of paper with an area problem. They must solve the
problem as their exit ticket, which will be given to me at the end.
Look for the distributive property
Classroom Management:
Clear Explicit Directions: If a student is misbehaving, give them a warning and the second time
would be removing their stick from the cup. After their stick is removed, they will move their
color down. Explicitly model the activity on the document camera for students while they are
completing the activity. Certain individuals will get two pieces of tape, in addition to their stick,
giving them more warning opportunities before their color gets dropped.
Materials and Transitions: Have the chips on each desk before the students come into class. Pass
out the graph paper can worksheets as students come into class.

Getting Students Attention: Clap moves to get their attention and hands still. Use talk moves (Can
you tell me what ___ just said?) to ensure they are still listening,.
Specific Students to Focus On: Howard, JaKaden, Jonathan, Gabe

Meeting Specific Learning Needs of your Students

o Differentiate:
o Students will be asked to break apart the factors and write the different ways that they
can be answered. Students who are struggling will be able to follow along on the
board to see how the activity can be completed.
o Universal Design for Learning
o Students will be able to demonstrate their knowledge using both written and
manipulative form using the cubes.
o Students will be able to work with partners to determine how they can find area using
multiplication.
o Multiple Entry Points
o Visual: The visual learners will be able to make the connection between the hand
flower and the distributive property.
o Intrapersonal: The intrapersonal learners will be able to work with a partner to
communicate their understanding of the distributive property.
o Diverse Learners:
o The puppy situation is culturally appropriate and something that all students can
relate to.
o Modifications
o Gifted students will explain how they found area using various methods and
strategies. Students with learning disabilities and English language learners will work
in a small group with Mrs. Allen if they need extra assistance.
o Accommodations
o Jonathan and Howard will be monitored closely by Mrs. Allen and myself.
Self and/or Peer Assessment:
Students will self-assess while they complete their exit ticket showing their understanding of the
distributive property.

Lesson 6:
Title: Division Word Problem Scoot
Grade level: 3
Date of Use: Tuesday, November 17, 2015
Length of lesson:10:00-11:20 (1 hour 20)
Concept Trajectory:
Before: Students will know how to solve division word problems using equal shares drawings, repeated
subtraction and pictures.
After: Students will know what strategy is the most efficient to use when solving division word problems.
NC Essential Standard for Math Common Core Standard:
CCSS.3.OA.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 8 as the number of
objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when
56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a
number of shares or a number of groups can be expressed as 568.
CCSS.3.OA.3 Use 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.
CCSS.3.OA.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.
Integration Standard
CCSS.3.SL.CC.1 Engage effectively in a range of collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others
ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied
required material; explicitly draw on that preparation and other information known about the
topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions (e.g.,
gaining the floor in respectful ways, listening to others with care, speaking one at a time about
the topics and texts under discussion). c. Ask questions to check understanding of information
presented, stay on topic, and link their comments to the remarks of others. d. Explain their own
ideas and understanding in light of the discussion.
Standards for Mathematical Practice or Science Practices:
Make sense of problems
Model with mathematics
Attend to precision
Look for structure
Construct viable arguments
Learning Outcomes:
Students will know:
What strategy is the most successful to use when solving division word problems.
Students will be able to:
Solve division word problems using equal shares drawings, repeated subtraction and pictures.

I Can Statement: I can look for structure in division word problems to determine what strategy; equal
shares drawing, repeated subtraction, or pictures, is the most effective to use when finding my solution.
Formative Assessment:
During the lesson I will be walking around the room observing students as they complete their division
scoot. I will ask them questions independently throughout the lesson to ensure they are gaining
understanding. I will collect their scoot worksheets to assess their understanding of the different
strategies. They will also be assessed during the opener of the lesson, where they will reflect on their
favorite strategy in their Thoughtful Logs.
Resources/Materials:
Thoughtful Log
Division Strategy Inserts
Division word problem stations (6 problems repeated twice, 12 stations)
Division Word Problem Scoot sheets
Essential Vocabulary:
Factor (Number of groups/Number in each group)
Product (Total)
Quotient (Number of groups)
Dividend (Total)
Divisor (Number in each group)
Division
Multiplication
Equal Shares Drawing
Repeated Subtraction
Picture Drawing/Circles and Starts
Instructional Procedures:
Opener/Link
10:00:10 min: Independent Practice
o Have students take out their Thoughtful Log, glue stick and a pencil. Guide them to flip to
the next clean page under multiplication. The title will be: Division Strategies. They will
glue in the division strategies sheet. Under the sheet, they will write a few sentences about
which strategy they prefer to use and why. They can also write about which strategy they
do not like using and why,
Relate this back to the paint chip assessment they completed last week.
They will have 5 minutes to complete this, set a timer.
What have you learned about these strategies that makes one your favorite?
(Analyzing)
Why do we use these strategies to help us solve division problems? (Evaluating)
o Once students are finished, they will be sharing with a partner from their clock sheet. Have
students move and stand next to that partner with their Thoughtful Log.
The student with the shortest hair will share first, then the other student will share.
10:10: 10 min: Teacher Directed
o Students will return to their desks, put their Thoughtful Logs away and get out a pencil.
They will be completing a division word problem scoot. There will be 12 stations around
the room, 8 division word problems 4 rote division problems. They will have a total of 6

problems to complete, 3 must be word problems using different strategies, 2 must be rote
problems in different forms and the remaining one can be a free choice.
They will be rotating with partners to the different stations, which will have
different problems at them. Go through how they will be rotating, they must get
the first two scoots checked off by a teacher then they can move around. All the
rote problems will be on the carpet.
Explain rote problems and write the various ways on the board.
Write the requirement on the board: 3 word problems, 2 rote, 1 free.
They must write the equation, answer and 1 strategy.
o Have students stand up and line up along the books with a pencil. Call the partners and put
them in the center locations with the problem and 2 worksheets.
Explicitly state that only 1 team can be at a problem at a time and if they cannot
work while moving around the room, I will move colors down.
10:20:40 min: Independent Practice
o Students will need the first two problems checked off by a teacher before they can rotate.
Rotate around the room while students are completing their scoot to assess for
understanding.
If students finish, they can turn a rote problem into a word problem.
Give students around 5 minutes per station before encouraging them to move to a
different problem.
Closure
11:00:10 min: Guided Practice
o Students should turn in their division scoot sheets and come to the carpet with their partner.
Have students turn and talk about something the learned about solving division problems
using different strategies.
How did you determine which strategy would be the best for you to use? What
evidence did you find? (Applying)
Who likes to use this strategy and why? (Understanding)
Classroom Management:
Clear Explicit Directions: If a student is misbehaving, give them a warning and the second time
would be removing their stick from the cup. After their stick is removed, they will move their
color down. If students are not engaged in the activity or working efficiently with their partner,
they will get their stick taken out of the cup/move their color down. Explicitly model the
directions for the activity and where students will be moving. Certain individuals will get two
pieces of tape, in addition to their stick, giving them more warning opportunities before their
color gets dropped.
Materials and Transitions: Have students get their individual materials out at the beginning of the
lesson. Have students bring their materials with them when they find a partner and pass out
papers while assigning groups a station to start out at.
Getting Students Attention: Clap moves to get their attention and hands still. Use talk moves (Can
you tell me what ___ just said?) to ensure they are still listening,.
Specific Students to Focus On: Howard, JaKaden, Jonathan, Gabe

Meeting Specific Learning Needs of your Students

o Differentiate:

o
o

Students will be asked to turn one of the rote division problems they solved into a word
problem and show the various strategies that can be used to solve it.
Universal Design for Learning
o I will provide the students with an outline of the strategies to include into their
Thoughtful Logs.
o Students will be able to demonstrate their knowledge using both written, manipulative
and various strategic forms.
Multiple Entry Points
o Visual: The visual learners will be able to see the same problem in written and visual
form.
o Intrapersonal: The intrapersonal learners will be able to talk about their thinking to a
partner and they will be able to work on their division problems with a partner.
Diverse Learners:
o The examples are culturally appropriate for the students.
Modifications
o Gifted students will be asked to turn the rote division problems into word problems.
Students with learning disabilities and English language learners will work in a small
group with Mrs. Allen if they need extra assistance.
Accommodations
o Jonathan and Howard will be monitored closely by Mrs. Allen and myself.

Self and/or Peer Assessment:

Students will self-assess while they are writing their opener on what strategy they prefer to use
when solving division word problems. They will reflect on the strategy they like to use and why
they use it the most frequently.
Students will peer assess during the opener when they will move around and talk with a partner
about their favorite strategy and which one they might not like using as much.

Lesson 7:
Title: Division Word Problem Focus
Grade level: 3
Date of Use: Thursday, November 19, 2015
Length of lesson:10:00-11:20 (1hour 20)
Concept Trajectory:
Before: Students will know what strategy is the most efficient to use when solving division word
problems.
After: Students will know how to write the related multiplication equations for division word problems.
NC Essential Standard for Math Common Core Standard:
CCSS.3.OA.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 8 as the number of
objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when
56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a
number of shares or a number of groups can be expressed as 568.
CCSS.3.OA.3 Use 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.
CCSS.3.OA.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.
Integration Standard
CCSS.3.SL.CC.1 Engage effectively in a range of collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others
ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied
required material; explicitly draw on that preparation and other information known about the
topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions (e.g.,
gaining the floor in respectful ways, listening to others with care, speaking one at a time about
the topics and texts under discussion). c. Ask questions to check understanding of information
presented, stay on topic, and link their comments to the remarks of others. d. Explain their own
ideas and understanding in light of the discussion.
Standards for Mathematical Practice or Science Practices:
Make sense of problems
Model with mathematics
Attend to precision
Look for structure
Construct viable arguments
Learning Outcomes:
Students will know:
How to solve division word problems using equal shares drawings, repeated subtraction and
pictures.
Students will be able to:
Identify the related multiplication equation for division word problems.

I Can Statement: I can identify the related multiplication equation based on a given division word
problem.
Formative Assessment: During the lesson, I will be working mainly with a small group while we work
together to complete their division practice. The students who will be working independently will be
checked by the sub as they complete their first two problems. I will ask the whole group and small group
questions independently and altogether throughout the lesson to ensure they are gaining understanding. I
will collect their worksheets to assess their understanding of the different strategies and multiplication
equations.
Resources/Materials:
Division word problems
Problem worksheets
Daily Practice journals
Multiplication Problem slip
Essential Vocabulary:
Factor (Number of groups/Number in each group)
Product (Total)
Quotient (Number of groups)
Dividend (Total)
Divisor (Number in each group)
Division
Multiplication
Equal Shares Drawing
Repeated Subtraction
Picture Drawing/Circles and Starts
Instructional Procedures:
Opener/Link
10:00: 20 min: Guided Practice
o Have students take out their Daily Practice Journal and a pencil. Guide them to flip to the
next clean page under daily practice. The title will be: Multiplication Evidence. They will
glue in their problem slip at the top of the page.
o Read through the problem and prompt the students thinking about the problem. They will
be given 5 minutes to work on it independently.
What information do we know from this problem? What are we trying to prove?
(Understanding)
If students finish early, have them try to write the related division equation.
o Once students have finished working independently, they will find the 5 oclock clock
buddy. They will be sharing about what their solution was. The person who has longer hair
will share first, then the shorter hair will share.
What was your reasoning behind your solution? (Analyzing)
o Have students return to their desks and go through the problem together. Identifying why
the picture is wrong and how it can be fixed.
10:20: 40 min: Guided Practice

o
o
o
o

Have students put away their Daily Practice Journals and get out a pencil. They will be
splitting up into a small group and independent practice for division problems. Students
who will be working independently will be solving division problems, some rote and
mostly word problems. Go through the worksheet as a whole group before the small group
gets pulled.
Call students to the rug and tell them to start working on the first problem and we will go
back and look over it together. While they are doing this, give directions and guidance to
the group working independently.
Students will be writing the equation for the problem, including the answer and a label,
showing a strategy they used and writing the related multiplication equation.
Students working the small group will be going through the problems one by one with me
on the carpet. The students working independently will get their first two problems
checked off by the sub.
Students can switch between groups. If someone in the small group is doing well, they can
switch to independent work. If someone independently is struggling, they can come to the
rug.
Small Group: Jonathan, Jamison, Arianna, TeRihanna, Angel, Gabe, Savannah?,
Tristin?

Closure
11:00: 10 min: Guided Practice
o Students will clean up and turn in their worksheets and come to the rug.
o Students will provide 5 new things that they have learned throughout the past lesson. For
every new piece of information, I will hold up another finger until I get to 5.
Give me 5 things that youve learned about solving division word problems. We
also learned how to write the related multiplication facts.
Classroom Management:
Clear Explicit Directions: If a student is misbehaving, give them a warning and the second time
would be removing their stick from the cup. After their stick is removed, they will move their
color down. If students are not engaged in the activity or working efficiently with their partner,
they will get their stick taken out of the cup/move their color down. Explicitly model the
directions for the activity and where students will be moving. Certain individuals will get two
pieces of tape, in addition to their stick, giving them more warning opportunities before their
color gets dropped.
Materials and Transitions: Have students get their individual materials out at the beginning of the
lesson. Have students stay at their seats or move together to work independently and students who
will ne in the small group will come to the rug with their materials.
Getting Students Attention: Clap moves to get their attention and hands still. Use talk moves (Can
you tell me what ___ just said?) to ensure they are still listening,.
Specific Students to Focus On: Howard, JaKaden, Jonathan, Gabe
Meeting Specific Learning Needs of your Students
o Differentiate:
o Students will be asked to find the related multiplication problem and use one of these
problems to create a related work problem that uses a different scenario.
o Universal Design for Learning

o
o

I will provide the students with a model for how to complete the worksheet. Students
who are struggling will be in a small group with me.
o Students will be able to demonstrate their knowledge using both written, manipulative
and various strategic forms.
Multiple Entry Points
o Visual: The visual learners will be able to see the same problem in written and visual
form.
o Intrapersonal: The intrapersonal learners will be able to talk about their thinking to a
partner and they will be able to work on their division problems with a partner. They
will be able to talk it out in a small group with me.
Diverse Learners:
o The examples are culturally appropriate for the students.
Modifications
o Gifted students will be asked to turn the related multiplication problems into word
problems with a different scenario. Students with learning disabilities and English
language learners will work in a small group with myself.
Accommodations
o Jonathan and Howard will be monitored closely by Mrs. Allen and myself.

Self and/or Peer Assessment:

Students will peer assess after they complete the opener multiplication problem in their Daily
Practice Journals. They will get together with a partner to talk about why they solved the problem
the way that they did and what was wrong with the solution that was presented.
Students will self-assess during the closer by giving a thumbs up/thumbs down about their
confidence with the strategies and creating the related multiplication equation. There will also be
self-assessing during the small group by asking for confidence with completing the problems
independently.

Lesson 8 (Small Group 1):

Title: Multiplication and Division Word Problems Detectives (Small Group)
Grade level: 3
Date of Use: Wednesday, November 4, 2015; Friday, November 6, 2015
Length of lesson: 20 minutes
Concept Trajectory:
Before: Students will know how to solve division and multiplication problems.
After: Students will know the difference between multiplication and division word problems.
NC Essential Standard for Science, Math Common Core Standard:
CCSS.3.OA.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 8 as the number of
objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when
56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a
number of shares or a number of groups can be expressed as 568.
CCSS.3.OA.3 Use 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.
CCSS.3.OA.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.
Integration Standard
CCSS.3.SL.CC.1 Engage effectively in a range of collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others
ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied
required material; explicitly draw on that preparation and other information known about the
topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions (e.g.,
gaining the floor in respectful ways, listening to others with care, speaking one at a time about
the topics and texts under discussion). c. Ask questions to check understanding of information
presented, stay on topic, and link their comments to the remarks of others. d. Explain their own
ideas and understanding in light of the discussion.
Standards for Mathematical Practice or Science Practices:
Make sense of problems
Attend to precision
Look for structure
Construct viable arguments
Learning Outcomes:
Students will know:
The difference between division and multiplication word problems.
Students will be able to:
Identify division vs. multiplication word problems and solve.
I Can Statement: I can identify division and multiplication word problems and solve.
Formative Assessment:

During the lesson I will be observing the students solving and creating their word problems. I will ask
them questions throughout the lesson to ensure they are gaining understanding. I will collect their word
problems to assess their understanding.
Resources/Materials:
Multiplication Word problems
Division Word problems
Journals???
Essential Vocabulary:
Factor (Number of groups/Number in each group)
Product (Total)
Quotient (Number of groups)
Dividend (Total)
Divisor (Number in each group)
Division
Multiplication
Instructional Procedures:
Opener/Link
12:50:5 min: Teacher Directed
o Split the group into two groups. Have the students pretend to be detectives who need to
solve the problems to get their clues. One group will get a division problem and the other
will get a multiplication problem with the same scenario. Students will work in a group to
solve the problem and determine what kind of problem it is.
We are going to be math detectives. Detectives need to investigate to get clues and
solve the mystery. Your group is going to get a problem, which is your mystery.
One mystery is a multiplication problem and the other is a division problem. You
need to use your detective skills, as a group, to solve the problem and determine
what kind of problem it is. Detectives make sure that they show their work and
draw a picture.
12:55:5 min: Independent Practice
o Students will work in their groups to solve the problems. If they finish, have them create
the opposite problem using the same factors.
How can you determine what kind of problem this is? What clues does the
question give you? (Analyzing)
What information do you need from your problem to make the opposite problem?
(Applying)
1:00: 5 min: Guided Practice
o Students will now work in their group to determine what they need to create the opposite
problem. They will create the opposite problem as a group and write it individually on their
paper.
How can you use what your problem was to create the word problem for the other
group? How would you rearrange the clues? (Analyzing)
Closure
1:05: 5min: Teacher Directed

I will compare the original problems to what each group has created for their opposite
word problem. I will read each and notice any differences. Have students tell me how they
determined what type of problem they had.
Based on the information you used, how can you determine if a word problem
should be multiplication or division? (Evaluating)

Classroom Management:
Clear Explicit Directions: If a student is misbehaving, give them a warning and the second time
would be removing their stick from the cup. After their stick is removed, they will move their
color down. Explicitly model the directions for the activity. Certain individuals will get two
pieces of tape, in addition to their stick, giving them more warning opportunities before their
color gets dropped.
Materials and Transitions: Have students get their individual materials out at the beginning of the
lesson. Ensure that they are cleaned up before they move to the next group.
Getting Students Attention: Clap moves to get their attention and hands still. Use talk moves (Can
you tell me what ___ just said?) to ensure they are still listening,.
Specific Students to Focus On: Howard, JaKaden, Jonathan, Gabe

Meeting Specific Learning Needs of your Students

o Differentiate:
o Students will be given an additional problem to solve if they finish early. They will
solve the multiplication and division components.
o Universal Design for Learning
o I will provide the students with models of the concept and how their work should be
completed.
o Students will be able to demonstrate their knowledge using both written and
manipulative forms.
o Multiple Entry Points
o Visual: The visual learners will be able to see the same problem in written and visual
form.
o Intrapersonal: The intrapersonal learners will be able to work with a group to talk
through their ideas and reflect on their groups thinking.
o Diverse Learners:
o The problems are culturally appropriate for the students.
o Modifications
o Gifted students will be given an additional problem to solve. Students with learning
disabilities and English language learners will work directly with me, getting more
direct support if they need extra assistance.
o Accommodations
o Jonathan and Howard will be monitored closely by Mrs. Allen and myself.

Self and/or Peer Assessment:

Students will peer assess while working in their groups to create their word problems. They will
also peer assess when comparing the opposite word problems that their group created.

Lesson 9 (Small Group 2):

Title: Creating Multiplication and Division Word Problems (Small Group)
Grade level: 3
Date of Use: Monday, November 9, 2015; Friday, November 13, 2015
Length of lesson: 20 minutes
Concept Trajectory:
Before: Students will know the difference between multiplication and division word problems.
After: Students will be able to efficiently construct their own multiplication and division word problems.
NC Essential Standard for Math Common Core Standard:
CCSS.3.OA.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 8 as the number of
objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when
56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a
number of shares or a number of groups can be expressed as 568.
CCSS.3.OA.3 Use 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.
CCSS.3.OA.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.
Integration Standard
CCSS.3.SL.CC.1 Engage effectively in a range of collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others
ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied
required material; explicitly draw on that preparation and other information known about the
topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions (e.g.,
gaining the floor in respectful ways, listening to others with care, speaking one at a time about
the topics and texts under discussion). c. Ask questions to check understanding of information
presented, stay on topic, and link their comments to the remarks of others. d. Explain their own
ideas and understanding in light of the discussion.
Standards for Mathematical Practice or Science Practices:
Make sense of problems
Attend to precision
Look for structure
Construct viable arguments
Learning Outcomes:
Students will know:
How multiplication and division word problems can be created.
Students will be able to:
Create their own multiplication and division word problems.
I Can Statement: I can create division and multiplication word problems by using visuals and
manipulatives.

Formative Assessment:
During the lesson I will be observing the students creating their word problems. I will ask them questions
throughout the lesson to ensure they are gaining understanding. I will collect their word problems to
assess their understanding.
Resources/Materials:
iPad with EDUCREATION app
Dice (1-3=Multiplication, 4-6=Division)
Worksheet/ Journals????
Word Problem chart/board
Essential Vocabulary:
Factor (Number of groups/Number in each group)
Product (Total)
Quotient (Number of groups)
Dividend (Total)
Divisor (Number in each group)
Division
Multiplication
Instructional Procedures:
Opener/Link
12:50: 5 min: Guided Practice
o Go through a word problem, use the examples from the last small group, Look at the
different components of the word problem and write them down on the board.
Looking at these word problems, what are some things that we need in our word
problems to make sure they work? (Applying)
We need our information, which is different for each problem. We need to end
with a question and identify the label.
Instruct students that they, with a partner, will be creating their own word problem.
Roll the dice for multiplication or division. They will also roll for their equation.
12:55:10 min: Independent Practice
o Students will write their own word problems using the information that they roll. They will
write their problem and solve it. When they are done, they can change their problem and
write the inverse equation. They must show their work.
Closure
1:05: 5 min: Teacher Directed
o Show students the app, EDUCREATION. They will be creating their own problems in the
next small group on the app. Create a word problem, using EDUCREATION, (use one of
the problems they created). If there is time, allow them to play with the app.
Next time we meet you will be creating your own word problem video using this
app. This app allows you to write your word problem, show your work/a drawing
and actually talk about how you solved it. Now we are going to use one of your
word problems that you just created to make an example.
Students will write down their word problems and this will be used when
they put it into the educreation app.

Classroom Management:
Clear Explicit Directions: If a student is misbehaving, give them a warning and the second time
would be removing their stick from the cup. After their stick is removed, they will move their
color down. Explicitly model the directions for the activity. Certain individuals will get two
pieces of tape, in addition to their stick, giving them more warning opportunities before their
color gets dropped.
Materials and Transitions: Have students get their individual materials out at the beginning of the
lesson. Ensure that they are cleaned up before they move to the next group.
Getting Students Attention: Clap moves to get their attention and hands still. Use talk moves (Can
you tell me what ___ just said?) to ensure they are still listening,.
Specific Students to Focus On: Howard, JaKaden, Jonathan, Gabe
Meeting Specific Learning Needs of your Students
o Differentiate:
o Students will be given certain factors to use if they finish early. The factors will be
based on their ability. They will solve the multiplication and division components.
o Universal Design for Learning
o I will provide the students with models of the concept and how their work should be
completed.
o Students will be able to demonstrate their knowledge using both written and
manipulative forms.
o Multiple Entry Points
o Visual: The visual learners will be able to see the same problem in written and visual
form.
o Intrapersonal: The intrapersonal learners will be able to work with a group to talk
through their ideas and reflect on their groups thinking.
o Diverse Learners:
o The problems are culturally appropriate for the students. They will be able to create
their own problem that is culturally relevant.
o Modifications
o Gifted students will be given an additional problem to solve. Students with learning
disabilities and English language learners will work directly with me, getting more
direct support if they need extra assistance. Students will be put into partners
strategically.
o Accommodations
o Jonathan and Howard will be monitored closely by Mrs. Allen and myself.
Self and/or Peer Assessment:
Students will peer assess while working with their partners to create word problems.

Lesson 10 (Small Group 3):

Title: EDUCREATION Word Problems
Grade level: 3
Date of Use: Monday, November 16, 2015, Wednesday, November 18, 2015
Length of lesson: 20 minutes
Concept Trajectory:
Before: Students will be able to efficiently construct their own multiplication and division word problems.
After: Students will be able to use Educreation to write a word problem and solve it using a visual and
auditory explanation.
NC Essential Standard for Math Common Core Standard:
CCSS.3.OA.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 8 as the number of
objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when
56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a
number of shares or a number of groups can be expressed as 568.
CCSS.3.OA.3 Use 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.
CCSS.3.OA.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.
Integration Standard
CCSS.3.SL.CC.1 Engage effectively in a range of collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others
ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied
required material; explicitly draw on that preparation and other information known about the
topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions (e.g.,
gaining the floor in respectful ways, listening to others with care, speaking one at a time about
the topics and texts under discussion). c. Ask questions to check understanding of information
presented, stay on topic, and link their comments to the remarks of others. d. Explain their own
ideas and understanding in light of the discussion.
Standards for Mathematical Practice or Science Practices:
Make sense of problems
Attend to precision
Look for structure
Construct viable arguments
Learning Outcomes:
Students will know:
How to create their own multiplication and division word problems.
Students will be able to:
Use Educreation to explain how to solve their word problems.
I Can Statement: I can use Educreation to explain the solution to my word problem.

Formative Assessment:
During the lesson I will be observing the students explaining their word problem solutions on
Educreation. I will ask them questions throughout the lesson to ensure they are gaining understanding. I
will save their word problems on Educreation.
Resources/Materials:
iPad with EDUCREATION app
Word Problems in journals
Essential Vocabulary:
Factor (Number of groups/Number in each group)
Product (Total)
Quotient (Number of groups)
Dividend (Total)
Divisor (Number in each group)
Division
Multiplication
Instructional Procedures:
Opener/Link
12:50: 5 min: Guided Practice
o Go through Educreation and identify all of the components that students will need to use.
Model how to use the typing feature, the drawing feature and the recording feature.
o Write on the board that students need to show their word problem, a strategy they used to
solve and the need to verbally explain their problem.
How can you explain your word problem to help people make sense of it?
(Evaluating)
What strategies can you use to solve the problem the most efficiently?
(Understanding)
12:55:15 min: Independent Practice
o Students will put their word problems on Educreation. They will include the word problem,
a strategy and a verbal explanation of what they did with their problem.
o Assist students while they are working with their partners. Ensure they have a quiet space
to record their explanations.
o If a team finishes, listen to their recording an explanation,
Closure
1:10: 5 min: Guided Practice
o Have students play their Educreation word problems for the other teams in their group.
Classroom Management:
Clear Explicit Directions: If a student is misbehaving, give them a warning and the second time
would be removing their stick from the cup. After their stick is removed, they will move their
color down. Explicitly model the directions for the activity. Certain individuals will get two
pieces of tape, in addition to their stick, giving them more warning opportunities before their
color gets dropped.

Materials and Transitions: Have students get their individual materials out at the beginning of the
lesson. Ensure that they are cleaned up before they move to the next group. Have the apps open
on the iPads.
Getting Students Attention: Clap moves to get their attention and hands still. Use talk moves (Can
you tell me what ___ just said?) to ensure they are still listening,.
Specific Students to Focus On: Howard, JaKaden, Jonathan, Gabe

Meeting Specific Learning Needs of your Students

o Differentiate:
o Students who finish early can create explanations for additional word problems.
o Universal Design for Learning
o I will provide the students with models of the concept and how their work should be
completed.
o Students will be able to demonstrate their knowledge using both written and
manipulative forms.
o Multiple Entry Points
o Visual: The visual learners will be able to see the same problem in written and visual
form.
o Intrapersonal: The intrapersonal learners will be able to work with a group to talk
through their ideas and reflect on their groups thinking.
o Diverse Learners:
o The problems are culturally appropriate for the students. They will be able to create
their own problem that is culturally relevant.
o Modifications
o Gifted students will be given an additional problem to solve. Students with learning
disabilities and English language learners will work directly with me, getting more
direct support if they need extra assistance. Students will be put into partners
strategically.
o Accommodations
o Jonathan and Howard will be monitored closely by Mrs. Allen and myself.

Self and/or Peer Assessment:

o Students will peer assess while listening to other teams word problem explanations.
o Students will self-assess while creating their word problem explanation.