3Mathematics Lesson Plan

(Adapted from Gervasoni & Parish, ACU Ballarat Campus

Lesson !opic"
Multiplication and Division
#ate"
01/05/2012
$ear Level(s"
Grade 3
Lesson
duration"
45-50 mins
Mathematical %ocus"
To further develop the students no!led"e and understandin" of the concept
of division focusin" on the a#ilit$ to divide multi-di"it num#ers and appl$ it to
simple !ord pro#lems%
&'L( Learnin) %ocus"
&'L( Level"
#imension(s"
&um#er' structure and !orin" mathematicall$%
Level (tandards"
*um+er"
(t )evel 3' students compute !ith num#ers up to 30 usin" all four
operations% The$ provide automatic recall of multiplication facts up to 10 *
10% The$ devise and use !ritten methods for+
Multiplication #$ sin"le di"its ,usin" recall of multiplication ta#les- and
multiples and po!ers of ten ,for e.ample' 5 * 100' 5 * /0-%
Division #$ a sin"le-di"it divisor ,#ased on inverse relations in
multiplication ta#les-%
(tructure"
(t )evel 3' students reco"nise that the sharin" of a collection into e0ual-
si1ed parts ,division- fre0uentl$ leaves a remainder% The$ investi"ate
se0uences of decimal num#ers "enerated usin" multiplication or division #$
10% The$ understand the meanin" of the 23 in mathematical statements%
The$ multipl$ usin" the distri#utive propert$ of multiplication over addition%
The$ construct num#er sentences !ith missin" num#ers and solve them%
,or-in) mathematicall."
(t )evel 3' students appl$ num#er sills to ever$da$ conte.ts% The$
reco"nise the mathematical structure of pro#lems and use appropriate
strate"ies to find solutions% 4tudents test the truth of mathematical
statements and "eneralisations% 5or e.ample' in+
6omputations ,!hether products !ill #e odd or even' the patterns of
remainders from division-%
&um#er patterns ,the patterns of ones di"its of multiples' terminatin"
or repeatin" decimals resultin" from division-%
Australian Curriculum (AC"
$ear level" 7ear 3%
Content strand" &um#er and al"e#ra%
Proficienc. strand(s" 8nderstandin"' fluenc$' pro#lem solvin" and
reasonin"%
(u+/strand(s" &um#er and place value%
Content description(s"
9ecall multiplication facts of t!o' three' five and ten and related division
facts%
9epresent and solve pro#lems involvin" multiplication usin" efficient
mental and !ritten strate"ies and appropriate di"ital technolo"ies%
Bac-)round to the students0 current learnin)"
The students understand/no! alread$+
:ave recall of #asic facts of multiplication and division%
4tudents have used arra$s to illustrate the multiplication process and
throu"h this have learnt ho! multiplication and division are related%
The students understand/can do mathematicall$+
(#le to solve #asic multiplication pro#lems and more difficult pro#lems #$
hand usin" the al"orithm method%
(#le to distri#ute and share o#;ects #$ "roups evenl$ #et!een a certain
amount%
Learnin) 1+2ectives31utcomes"
Mathematics content/concept/idea learning outcome
(t the end of this lesson' the students !ill demonstrate understandin" of+
-<nterpret the division situation and understand its representation and
remainder%
-9epresent the e0uation !ith division si"n and e0uals si"n%
-9epresent division as e0ual sharin"%
-=.plain the relation amon" division and multiplication%
Mathematics strategies/processes/ways of working and thinking
mathematically outcome
The students !ill #e a#le to+
-5rom a !ord pro#lem identif$ the different parts of the division e0uation%
-9epresent a !ord pro#lem in the form of an e0uation of division%
-4olve #asic mathematics !ord pro#lems usin" the process tau"ht%
-8se the resources to represent different !a$s of e.pressin" the concept of
division%
Assessment (trate)ies"
<dentif$ each num#ers as o#;ects' "roups' and o#;ects in each "roup%
<dentif$ >=0ual 4hare? and =0ual Groups?%
8se multiplication facts in #oth e0ual share and e0ual "roups%
< !ill identif$ the a#ove learnin" evidence throu"h o#servin" students !or #$
!alin" around the classroom and seein" ho! the$ develop the solution to the
e0uations and ho! the$ utili1e the resources% <n addition' vie! product of
students !or completed%
4esources"
!eacher (tudent
T!o pieces of #utcher paper
(n apple and a #aset ,props-
@ord pro#lems !orsheet
6ounters
8nifi. cu#es/M(A #locs
Teddies
1r)anisation for learnin)"
Durin" the introduction of the lesson there !ill #e a !hole class focus !ith
the children sittin" on the floor% Bnce the !or tas has #een discussed and
or"anised the children !ill !or in "roups of three at their dess% The teacher
!ill #e rovin" around the classroom to o#serve and assist !here needed%
5e. 6uestions to )uide learnin) and prompt student thin-in)"
@hat real life situations could $ou appl$ this no!led"e toC
@hen !ould $ou use multiplication or division !hile $ou are shoppin"C
:o! can $ou use the counters to #rea up the e0uationC
:o! does multiplication lin to division and vice versaC
Lesson actions"
In the cells below, list the actions that you and the students will do during each
phase of the lesson.
e7" '*GAG', '8PL14'
Lesson introduction (,hole !U*9*G 9*"
-Arainstorm multiplication and division separatel$ on t!o lar"e pieces of #utcher
paper to later #e displa$ed in the classroom% (reas such as s$m#ols'
terminolo"$ should #e covered% This !ill reinforce the childrens current
no!led"e and further develop their understandin" of the concept and
application of these operations%
-Ariefl$ discuss the arra$s a"ain !hich the students have alread$ #een tau"ht to
refresh their memor$% (dd to the #rainstormin" posters%
-Dose this !ord pro#lem on the !hite #oard to stimulate the childrens thinin"+
( farmer is fillin" #asets of apples% The farmer has 24 apples and 4
#asets% <f she divides them e0uall$' ho! man$ apples !ill she put in each
#asetC
-Arin" an apple and a #aset as props to accompan$ the activit$% (fter the
children have thou"ht a#out the pro#lem' e.plain the a#ove dia"ram to them
and discuss their understandin" of the division notation%
-<dentif$ !hat each num#er represents in division+
-num#er of o#;ects
-num#er of "roups
-num#er of o#;ects in each "roup
e7" '8PL14', '8PLA9*, 'LAB14A!'
#evelopment3investi)ation (Part / 9*&'(!9GA!9*G"
-The teacher splits the class into "roups of three for this activit$ and hands each
"roup a different handout !ith multiplication and division !ord pro#lems%
-The children "o #ac to their dess and in their assi"ned "roups !or to"ether
to solve the pro#lems% The$ are to record the !orin" out and ans!ers on the
sheet%
-The children !ill #e a#le to use concrete materials such as counters and M(A
#locs placed at the front of the classroom to help them !or out the pro#lem'
#$ #ein" a#le to visuall$ see the different parts of the e0uation% This !ill #e
e.cellent for students !ho are e.periencin" difficult$ !ith this tas%
-<n !orin" out the solution' the children !ill identif$ the num#ers of o#;ects'
"roups' and the o#;ects in each "roup% (lso represent the e0uation !ith
multiplication and division si"ns and e0uals si"ns%
-(n e.ample of another pro#lem to solve+
=mmas mum #aed 15 cooies% <f =mma shares her cooies !ith her 3
friends' ho! man$ cooies does each friend "etC
(ns!er+
-num#er of o#;ects E 15 cooies
-num#er of "roups E 3 friends
-num#er of o#;ects in each "roup E unno!n
':tension Activit."
4tudents !ho complete this activit$ earl$ can use the classroom computers to
"o on a mathematics learnin" !e#site ,such as http+//au%i.l%com/math/$ear-3-
to practice their multiplication and division sills%
e7" '8PLA9*, 'LAB14A!', '&ALUA!'
Plenar. and conclusion (,hole 4'%L'C!9*G and G'*'4AL9(9*G"
-4ummarise and revie! the #rainstormin" session on the posters to reinforce
the important mathematical ideas%
-Bne or t!o "roups present one !ord pro#lem to the class and e.plain ho! the$
"ot the ans!er%
-(s the children+ to share !hat the$ have learnt durin" the lesson%
F@ord 6ount+ 3G5H
Post/lesson revie; and evaluation"
Student Achievement
The children demonstrated m$ lesson o#;ectives !ere achieved as most
completed the tas accordin" to m$ learnin" outcomes% This !as noted from the
evidence that !as collected durin" the lesson such as the communication in
"roups and the !orsheet% The children seemed to en;o$ the activit$ as it
included a hands on approach and the$ !ored !ell in small "roups% The
countin" resources !ere a "reat help as it ena#led the students to visuall$
create different "roups and learn the aspect of 2sharin"%
Teacher Effectiveness
< have learnt a "reat deal from this lesson from o#servin" ho! the children !or
mathematicall$ in "roups to discoverin" ho! < can en"a"e a class effectivel$ #$
use of a ran"e of different resources% &e.t time < !ill have #etter time
mana"ement and #e more or"anised in the !a$ of main" sure < eep trac of
ho! lon" each tas taes to complete and mae sure the activit$ is achieva#le
in one lesson%
Lesson Criti6ue"
<n the lesson plan that < created < focused on areas that the student sho!ed
!eanesses in !hich included the understandin" of concepts and application of
multiplication and division% < focused on this particular area of mathematics for
several reasons includin"+ it is !idel$ acno!led"ed that division is a difficult
unit for primar$ students to comprehend and it is important to understand the
relationship #et!een the t!o operations' multiplication and division%
This lesson is aimed at "rade three students and in particular #ased on the
insi"hts < "ained from the "rade three student < intervie!ed% (fter identif$in"
and anal$1in" the record sheet and then "ro!th points' it !as clear to me from
the evidence that the student re0uired further development in mathematical
understandin" of this area' !hich is !h$ it is the focus of m$ lesson% The
student !as confused !ith the process of division therefore' < #ased m$ lesson
on !a$s students can #etter understand #asic facts to appl$ to 0uestions that
re0uire the no!led"e of division%
< also intend for them to #e a#le to see multiplication and division e.pressed in
different forms% The resources !ill aid this as the$ can visuall$ see ho! !ord
pro#lems can !e #roen up into parts of the division e0uation' #ased on the
strate"$ of o#;ects' "roups and sharin"% The reason < chose this approach to
teach this aspect of mathematics is #ecause it incorporates a !hole class focus
and "roup !or to #roaden their understandin"s #$ discussin" ho! to solve a
pro#lem !ith their fello! class mem#ers in addition to a hands on approach%
F@ord 6ount+ 2/0H
4esources"
:ou"hton Mifflin Math% ,n/a-% Grade 3: Relating Multiplication and
Division% 9etrieved from+
http+//!!!%eduplace%com/math/m!/#ac"round/3/0I/teJ3J0IJovervie!%
html
<K) )earnin"% ,2012-% Year 3 Maths ractice ! Multiplication and Division%
9etrieved from+ http+//au%i.l%com/