Math 3 Muldiv Lesson10 Gibionmakiwa

Lesson #10 (Tuesday, January 22, 2019)
Title/Name of Lesson: Investigating Division as Repeated Subtraction/ Division and the Number Line/ Repeated Subtraction
and Division
Grade Level: Grade 3
Duration of the lesson: 2 X 30 mins
Name of Teacher: Mr. Makiwa
Overview/Rationale: In this lesson students will learn how to carry out division using repeated subtraction. They will also practice
using a number line to illustrate division.
CONTEXT AND QUESTIONS

Big Ideas and Dis- Operation Meanings & Relationships: The same number sentence (e.g. 12-4 = 8) can be associated
cussion Questions with di↵erent concrete or real-world situations, AND di↵erent number sentences can be associated with
the same concrete or real-world situation.
• Some real-world problems involving joining equal groups, separating equal groups, comparison, or
combinations can be solved using multiplication; others can be solved using division.
• Multiplying by x is the inverse of dividing by x.
• Any division calculation can be solved using multiplication.
• Multiplying two whole numbers greater than one gives a product greater than either factor.
Properties: For a given set of numbers there are relationships that are always true, and these are the
rules that govern arithmetic and algebra.
• Properties of whole numbers apply to certain operations but not others (e.g., The commutative
property applies to addition and multiplication but not subtraction and division.).
DESIRED RESULTS: WHAT DO YOU WANT THEM TO UNDERSTAND?

General Learning 1 Develop number sense.
Outcome(s)
Specific Learning N1.12: Demonstrate an understanding of division (limited to division related to multiplication facts up
Outcome(s) to 5 x 5) by:
• representing and explaining division using equal sharing and equal grouping
• creating and solving problems in context that involve equal sharing and equal grouping
• modelling equal sharing and equal grouping using concrete and visual representations, and recording
the process symbolically
• relating division to repeated subtraction
• relating division to multiplication.
Learning • Represent a division expression as repeated subtraction.

Objectives • Represent a repeated subtraction as a division expression.
ADAPTATIONS/Extensions/CLASSROOM MANAGEMENT
Adaptations/ Ex- Encourage students who are experiencing difficulties to use manipulatives.
tensions
Classroom Man- Watch students for listening during discussion and video. Students should be on task during worksheet.
agement Students that make noise should sit at di↵erent desks. Make sure students are facing the front of the
classroom when you are talking.
ASSESSMENT EVIDENCE: HOW WILL YOU KNOW THEY UNDERSTAND?

Summative Quiz Formative Class discussions, Peer Work Assessment
Assessment(s) Assessment(s)
LEARNING EXPERIENCE: HOW WILL THEY ENGAGE WITH THE MATERIAL?

Technology Smartboard/ whiteboard, Projec- Materials trinkets, apples, candy, cookies.
tor, PowerPoint slides, Computer;
video projector; screen
continued . . .
26
TIME CONTENT/DESCRIPTION ASSESSMENT
Prior to 10:30 pm Set up computer. Photocopy materials for the class a day before.
10:30 pm Review of previous lesson Class discussion.

5 minutes Use attention grabber.
What did we learn about in our last lesson?
10:35 pm Problem of the day Show a powerpoint slide with the problem for the day. Observation, Class dis-
5 minutes Let the students solve the problem on their white boards. cussion
10:40 pm Investigating Division as Repeated Subtraction Present students with Can students answer the
5 minutes this problem. given question without
Anna is thinking about multiplication and division. much help?
She knows that multiplication can be shown as repeated addition. She
wonders if division can be shown as repeated subtraction.
Can you help answer her question?
Use materials (counters, hundred chart, etc.) and number lines to help with
your investigation.
Have students work with a partner to investigate this question.
Support students as needed by asking questions such as the following:
What number sentence are you using for your investigation?
• What number will you have to start with on your number line?
• How do you show subtraction on a number line?
• If you are using cubes, how many do you need to start with?
• How can you show subtraction using the cubes?
• What number in the number sentence tells you how many cubes to take
away?
• How can you record what you are doing each time?
Have students present their findings to the class.
10:45 pm Reporting back findings Discussion, Observation

5 minutes Let a few groups of students report back their findings.
10:50 pm Division and the Number Line Walk around and ob-
15 minutes Tell students that Greg is walking on a number line. He starts at 16 and serve students as they
jumps back two numbers each time. How many jumps will do until he gets solve the problems using
to zero? Show the jumps on a number line (or get students to act it out di↵erent strategies.
using a large floor number line).
How can we write this as a repeated subtraction number sentence?
• (16 - 2 - 2 - 2 - 2 - 2 - 2 - 2 - 2 = 0)
What division number sentence will match what is shown on the number
line?
• (16 ÷ 2 = 8)
Have students make up their own division problems to represent (act out)
on a number line. Use both a repeated subtraction and a division number
sentence to show the solution for each problem.
continued . . .
27
11:05 pm Division and the Number Line Ask students to raise
5 minutes Give students a set of repeated subtraction number sentences and have them their white boards when
write the matching division number sentence on white boards. they have the answer.
• 12 - 3 - 3 - 3 - 3 = 0
• 20 - 4 - 4 - 4 - 4 - 4 = 0
• 18 - 6 - 6 - 6 = 0
• 15 - 5 - 5 - 5 = 0
• 10 - 2 - 2 - 2 - 2 - 2 = 0
• 14 - 7 - 7 = 0
11:10 pm Assessing Understanding: Paper-and-Pencil Task Use repeated sub- Walk around marking
15 minutes traction and a division number sentence to show how to solve the following student answers.
problems:
1. There are 20 legs in the pigpen. How many pigs are there?
2. There are 16 eyes in the chicken coop. How many chickens are in the
chicken coop?
3. There are 10 hands in the farmhouse. How many people are in the house?
Check to see if the student is able to
• read and interpret the problem
• write a repeated subtraction number sentence for each problem
• write a division number sentence for each problem
11:25 pm Conclusion Discussion

2 minutes What did you learn today?
11:30 pm Lesson ends
REFLECTION
WHAT WENT WELL WHAT I COULD HAVE DONE BETTER
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Math 3 Muldiv Lesson10 Gibionmakiwa

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Lesson #10 (Tuesday, January 22, 2019)

CONTEXT AND QUESTIONS

DESIRED RESULTS: WHAT DO YOU WANT THEM TO UNDERSTAND?

Learning • Represent a division expression as repeated subtraction.

ASSESSMENT EVIDENCE: HOW WILL YOU KNOW THEY UNDERSTAND?

LEARNING EXPERIENCE: HOW WILL THEY ENGAGE WITH THE MATERIAL?

10:30 pm Review of previous lesson Class discussion.

10:45 pm Reporting back findings Discussion, Observation

11:25 pm Conclusion Discussion

11:30 pm Lesson ends

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