Ashley Reid

Sarah Roth
Sarah Gross
EDU 609 Student Centered Mathematics
Spring 2014
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.
3.OA.5 -- Apply properties of operations as strategies to multiply and divide.
Examples: If 6 x 4 = 24 is known, then 4 x 6 = 24 is also known. (Commutative
property of multiplication.) 3 x 5 x 2 can be found by 3 x 5 = 15, then 15 x 2 =
30, or by 5 x 2 = 10, then 3 x 10 = 30. (Associative property of multiplication.)
Knowing that 8 x 5 = 40 and 8 x 2 = 16, one can find 8 x 7 as 8 x (5 + 2) = (8 x
5) + (8 x 2) = 40 + 16 = 56. (Distributive property)

Engagement:
Van de Walle Lesson 2.24 Learning About Division (pg. 64)
I will have an anchor chart made that looks like the sheet students will be
using today. We will talk about equal sets and size of set to make sure students
have an understanding of the two.
Then I will give a whole (24) and # of equal sets (6), we will then work
together to figure out the size of sets and the multiplication and division equation.
(I packaged 24 cookies into 6 bags. How many cookies are in each bag?)
Next I will give a whole (21) and the size of set (7), we will then work
together to figure out the # of equal sets and the multiplication and division
equations.
(I bought 21 bananas for Noahs basketball team; each bunch had 7 bananas in it.
How many bananas were in each bunch?)
Prep for Share Time:
As you are working today think about how you decided to put your
counters into equal sets of size of set? Did it make a difference on how you
got started on that number? Why or why not?
How does this activity make you a better mathematician?

Investigation:

Students will be given their sheet. They will each have their own sheet but
will work with a partner.
I will be circulating throughout the room asking:
Does it matter if you are given size of set to make or equal sets to
make?
What do you do if you have equal sets?
What do you do if you are given the size of the sets?
How are you going to record your multiplication sentence?
How are you going to record your division sentence?
Show me how you can make equal sets with your number.
Show me what to do if you are given the size of the set.
What can you do with any leftovers (remainders)?

Differentiation:
I will have three groups. One group with smaller numbers, another
group with harder numbers, and a group that has a mixture of numbers with
a few that have a remainder.

Share Time:
As I watch during investigation time, I will pick a couple of students to share
their thinking on the three starred problems. We will share their thinking and add
to our anchor chart from engagement.
Then I will ask the following questions:
As you were working today think about how you decided to put your
counters into equal sets or size of set. Did it make a difference on how you
got started on that number? Why or why not?
What did you need to know in order to write your multiplication and
division equation?