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Week 3:  Digging Deeper into Division

Week 1        Week 2        Week 3        Week 4
Picture
Investigations, Unit 5, Investigation 4
Picture
Introducing Division
THE WEEK AT-A-GLANCE
  • ​Sharing Candy Bars
  • Investigations, Unit 5, Session 4.2 - Multiply or Divide Stories Problems
  • Division Stories
  • Review
DO ANYTIME MATH WORKSHOP OR MATH MENU IDEAS

Picture
CA Common Core Standards:  Operations and Algebraic Thinking

CCSS.MATH.CONTENT.3.OA.A.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 56 ÷ 8.
Understand properties of multiplication and the relationship between multiplication and division.
CCSS.MATH.CONTENT.3.OA.B.5
Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)
CCSS.MATH.CONTENT.3.OA.B.6
Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
Multiply and divide within 100.
CCSS.MATH.CONTENT.3.OA.C.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.

DO ANYTIME MATH WORKSHOP OR MATH MENU IDEAS

Engaging Lesson & Notes

Lesson 1
Source
Introducing Division by Marilyn Burns, Chapter 7, p. 69

Sharing Candy Bars
 In Sharing Candy Bars, children work in pairs to figure out how to share five rectangular "candy bars" equally among four people.  Each candy bar is scored into six pieces.  The problem presents an opportunity for children to think about fractions as they solve a sharing division problem.

Math Focus Points
  • Division as fair sharing
  • Connect fair sharing to fractions when the remainder must be cut apart.

Formative Assessment

​Practice


​Materials
List materials and then drag file elements below for uploading the actual files as needed.
sharing_candy_bars.pdf
File Size: 450 kb
File Type: pdf
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Engaging Lesson & Notes

Lesson 2
Investigations Unit 5, Lesson 4.2, p. 21

Multiply or Divide? (Story Problems)
By solving story problems, students examine the difference between multiplication and division situations.
Student Activity Book pp. 42–44
Student Math Handbook pp. 47, 48; G19–G20

Math Focus Points
  • Using the inverse relationship between multiplication and division to solve problems
  • Using multiplication combinations to solve division problems
  • Using and understanding division notation

Formative Assessment

​Practice


​Materials
M39, Multiplication and Division Chart (optional)
M14, Half-Inch Grid Paper Make copies. (as needed)
M34–M35, Practicing with Multiplication Cards Make copies. (as needed)
Students’ multiples charts (from Investigation 2; as needed)
Array Cards (as needed)
Multiplication Cards (as needed)
Connecting cubes (as needed)

Chart paper Divide the paper into four columns. Label the columns “Number of groups,” “Number in Each Group,” “Product,” and “Equation.”
M39 Mult and Div Chart
File Size: 36 kb
File Type: pdf
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R39 Spanish Mult Div Chart
File Size: 40 kb
File Type: pdf
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M14 Half Inch Grid
File Size: 34 kb
File Type: pdf
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R14 Spanish Half Inch Grid
File Size: 37 kb
File Type: pdf
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M34-35 Practicing Mult. Cards
File Size: 114 kb
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R34-35 Sp Practice Mult Cards
File Size: 98 kb
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Engaging Lesson & Notes

Lesson 3
Source
Introducing Division by Marilyn Burns, Chapter 13, p. 128


Division Stories
 This lesson gives children the experience of connecting real-world situations to division equations and also demonstrates the difference between the grouping and sharing model of division.  After discussion two word problems, children create their own problems.  For each, they write an equation, estimate the answer, and show at least one way to solve the problem. The lesson helps develop children's understanding of division, t heir number sense, and their ability to compute accurately.  Also, the lesson introduces how to use a number line to solve division problems.

Math Focus Points
  • Connect real-world situations to division equations.
  • Explore the difference between the grouping and sharing model of division.
  • Use the number line to solve a division problem.


Formative Assessment

​Practice


​Materials

division_stories.pdf
File Size: 1378 kb
File Type: pdf
Download File

Math Workshop Items

Comments, Photos, Videos . . .

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