LEARNING DIVISION

1. UNDERSTANDING THE RELATIONSHIPS

1.1. Do we know the relationship between addition and subtraction? you can't do one without the other. The same goes for multiplication and division.

1.2. When we learned multiplication did you notice that it was simply repeated addition? well Division is exactly the opposite! when looking at a division problem is simply repeated subtraction.

2. STRATEGIES TO USE

2.1. The "Array" Strategy

2.2. The "Equal Groups" Strategy

2.3. The "Area Box" Strategy

2.4. The Basic Algorithm

3. VOCABULARY

3.1. Dividend: The number we are sharing/dividing. This is usually the larger number in a division equation

3.2. Quotient: The final product/answer to out division problem.

3.3. Divisor: The number that the dividend will be distributed into, usually the number of groups when solving the problem visually

4. NYS Learning standards for both Math and ELA

4.1. Ny-3OA.1: Interpret products of whole numbers.

4.1.1. Interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. Describe a context in which a total number of objects can be expressed as' 5 × 7

4.2. Ny-3OA.2: Interpret whole-number quotients of whole numbers.

4.2.1. 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. Describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.

4.3. 3SL1d: Explain their own ideas and understanding of the discussion.

4.4. 3R4: Determine the meaning of words, phrases, figurative language, and academic and content-specific words. (RI&RL)

5. Learning Objectives

5.1. Represent and solve problems involving multiplication and division

5.2. Understand properties of multiplication and the relationship between multiplication and division

5.3. Multiply and divide within 100

5.4. Use repeated subtraction to solve a division problem.

6. Lesson Instructions

6.1. .Instructional Activity: First I will engage the children in the motivation prepared for the lesson plan But first I will inform them that division is the opposite of multiplication and stress to them that if multiplication is repeated addition then division is repeated subtraction. And introduce our new vocabulary words dividend, divisor, and quotient. I will the demonstrate this by doing 2*4 (showing the repeated addition) and then do 8/2 (showing the repeated subtraction) (Method #1) From here I will say we are ready to plan a party! I will ask the students if I invite 8 people and I have 3 pizzas how many slices can each guest get? ( i will draw a diagram on the board) Pizzas and their slices 8 circles representing each of the guests From there we will solve the question as a class Any questions? Next I will tell the students that i want to send each of the guests home with a goodie bag, but I only have 40 pieces of candy. What should I do first? Which number is going to be my dividend? Which is going to be my divisor? I will then we will solve the problem From here I will tell the class “OK, I think we’re ready to try a few in our groups I will write three word problems on the board for the children to solve in their groups in their notebooks. They will have 5 minutes for each question. “The pinata takes about 16 hits until it bursts how many hits will each of the guests be able to take?” “The rent a pony is only here for 2 hours (or 120 minutes), how many minutes will each guest get to ride the pony?” The Challenger!!- the bouncy castle can hold up to 250 pounds at a time. If each guest weighs about 83 pounds,how many guests can jump at a time? I will walk around to monitor the students work After the time has passed I will ask what the students got for their answers and how I will take questions and ask if there is anyone having trouble. End of lesson = exit ticket a question to the students about what they learned from the lesson students cannot repeat what another student has said.