Six-Point Lesson Plan

Grade
3rd Grade

Lesson Title: Determining the Whole Number Missing

Materials/Resources Needed: Pencil, Worksheet

Focus and
Review

The past couple of days we have been learning how to do multiplication and division with larger
whole numbers. For multiplication, what does 6x7=__? What does that equal class? Raise your
hand to answer. (Call on one student to answer the question.) That is right. Does everyone in the
class agree? Now lets review a division problem. What is 366=__? What does this equal class?
Yes, 6 is the correct answer.

Objective(s)

Today, we are going to learn how to find the missing whole number in a multiplication equation. For example,
the class will be able to find ___x3=18, 7x___=14, or __x6=24.

(NCSCS
reference)

Teacher
Input

Class, today we will be learning how to find the missing whole numbers in a multiplication equation. I am
going to do a couple on the doc camera and I would like for you to get out a piece of paper and write down the
equations just as I am doing up here. We are going to be doing a couple problems for multiplication. If you
have any questions, please feel free to raise your hand and ask the question.
For our first problem, ___x2=16. Go ahead and write ___x2=16 on your paper. You see that the blank line is in
front of the multiplication sign, so you would take the 16 and 2 from the equation and do division to find out
the missing number. You would go 162=___. What does 162=___ class? Yes, it equals 8. If you plug back
into your first equation ___x2=16, does 8 work in the blank? Lets try it out, class, does 8x2=16? Yes, it does.
You have just found the missing whole number in the equation.
Lets do another problem. 9x___=45. We are going to find the answer to this problem similar to the last
problem we did. Go ahead and write on your paper 9x___=45. I am going to walk you through this problem and
our next example you guys are going to help me. First, we see that the blank is after the multiplication sign.
You can do the same thing we did in the first equation. You take the larger number, which is 45 and it by 9.
The equation should look like 45 9=___ on your paper underneath 9x___=45. To find the missing number we
do the division. What does 45 9=___ class? Yes, it equals 5. Lets plug the five into the blank in the first
equation. What does 9x5=___? 45, that is right. We have solved that equation.
For the last equation that we are going to do as a class, I am going to write down the equation on the doc
camera and I want you guys to help me solve this problem. Pay attention, because the next part you are going
to work with a partner to figure out five problems just like these on the board. The third equation is ___x5=25.
(Call on one person), what is the first step that we do in finding the missing whole number? Thats right, we
take the 25 and move it to the front of the new equation. After that, what do we do next (call on someone
raising their hand)? We do put the division symbol and the 5 after the division symbol. Therefore, we have an

Guided
Practice

Six-Point Lesson Plan

equation that looks like 255=___. Now, what does that equal? (Call on one student) what is the answer to that
equation? Yes, 5 is the correct answer. Plug it back into the first equation, 5x5=25. Is that correct? Yes, it is.
You have found the missing whole number.
Now I want to you to work with the student sitting next to you. You will work together to figure out the answer
to the five problems on the worksheet.
http://www.cpalms.org/uploads/resources/44759/MFAS_MissingNumbersInMultiplicationEquations_Worksheet.
pdf
During this part of the class, I will pass out the worksheets. The above URL is the link to the worksheet that I
will hand out during this part of the lesson. I will walk around and help the students who still do not quite
understand how to do the equation.

Independent
Practice

The other worksheet will be sent home with the students to do for homework and be due tomorrow. I want to
see if a child can do it at home. If more of the students are unsure and get most of the questions wrong, then
we will work on this more tomorrow.

Closure

In closing, I will go over one more time verbally with students. If the students do pretty good on the homework
and seem like they understand the objective on finding the missing whole number. If the students do not still
seem to understand on how to find the missing number in the equation, then I will review with them in class
the next day on how to do it.

Notes: