Lesson #3

Date Taught: Friday, July 13, 2018

BIG IDEA: I can divide numbers using partition division. Fact families are groups of three
numbers that can be rearranged to make math facts.

Topic: Partition division, fact families

Standard: 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. 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.

Objectives: SWBAT use the partition method as one way to think about and understand
division. SWBAT use measurement or partition division strategies to find fact families.
Student-Friendly Objective: SWBAT use the partition method to solve one-digit division
problems. SWBAT use division strategies to solve one-digit division problems and write down
their solutions as fact families.

Assessment Plan:
 Children will use number pair cards to solve partition division problems and single
number cards to find fact families problems. Teachers will observe the children as they
solve problems to see which strategies they use the most. Teachers will reteach
strategies as necessary. Teachers will observe how the children use manipulatives to
solve division problems. Teachers will reteach how to use manipulatives as needed.

Co-Teaching Strategy: Team Teaching

Materials Needed: Fact Family Matching Game cards, number pair cards, single number cards,
manipulatives, whiteboards and markers, pencils and paper

Key Vocabulary: partition division, equal groups, fact families

Anticipatory Set: (Ellen and Kaitlyn)

 Boys and girls, today we are going to learn about something very important in
multiplication. It is called the Commutative Property. What is it called? (The
Commutative Property). Yes! It’s a big word but it will be easy for you to understand. To
help you to learn this concept, we’ll demonstrate it for you! We are going to use our
counters to help us with this. If I have 5 groups of 3 counters, what would our equation
look like? (3 x 5). Right! Now, let’s switch the numbers. Let’s say, I have 3 groups of 5
 counters. Now what would our equation look like? (5 x 3). Yes! If I have these two
equations (show both to students), would I get the same answer? (yes). The
commutative property means that no matter what order we put the numbers in for a
multiplication problem, the answer will always come out the same. Let’s learn about this
some more.

Modeling: (Ellen)
 Let’s say I have 12 cookies and I want to split them with my 3 friends. So, I’ve got 3
plates for my friends and me. That’s how many groups we will have. I am going to put
one cookie on each plate. (put one cookie on each plate). Now, I’m going to give them
another cookie each. (put another cookie on each plate). Let’s keep doing this until we
have no more cookies left (so there’s 4 cookies on each plate). When we use partition
division, we know

Guided Practice: (Kaitlyn)

 First time
 Here, I have the number 15. (write down the number 15) So I’m going to use my
base 10 materials to make 15. (pull out one rod and five cubes) And my second
number is 3. (write down the number 3)
 So if I’m doing partition division, what’s the first thing I should do with my
manipulatives? (“Create three circles like three groups.”) Okay, I’ll make my
groups. (draw three circles onto the board) Now I have my three groups.
 What should I do next? (“Put one in each group.”) Alright, I’ll put one in each
group. (put them in the groups one at a time) Wait a minute, I ran out of cubes.
What do I do? (“Switch the stick for ten of the smaller ones.”) Oh, okay. I’ll trade
the ten rod for ten ones. (make the trade) And now I what do I do? (“Keep
putting them in the other groups.”) Alright, I’ll keep partitioning them into each
of the three groups. (partition)
 I’m done partitioning. I started out with three groups, and I wanted to know how
many were in each group. How many are in each group? (“Five!”) Wonderful!
We’ve used the base 10 materials to figure out that 15 divided by 3 is 5.
 Repeat again if the students need it.

Independent practice/application:
 Activity #1→ Partition Division: The children will work in pairs or small groups and use
manipulatives to solve division problems. They will pull from a stack of number-pair
cards and use the strategy of partition division to divide the smaller number from the
larger number. They will write data down on sheets of paper and teachers will ask about
different patterns that the children see.
 Activity #2  Fact Family Discovery: Children will try to find division facts using
manipulatives. Working in pairs or small groups, children will pull from a stack of single-
number cards and try to find division facts by creating the numbers with manipulatives
and dividing them into equal groups. For example, the children will pull a number card
that says “24,” and they will try to find ways to divide 24 into equal groups.
  Activity #3  Fact Family Matching Game: Matching pairs of cards will have division
facts, the other half will have the answers. Children will solve the division problems to
find the answers, then use their memory to find the matching answer card.

Closure: (Ellen and Kaitlyn)

 So, what did we learn about today? Partition division! (and/or) Fact Families!
 What is partition division? It’s when we know how many groups there are and we
separate the number equally into those groups.
 So, if I have this division problem: 12 /4, how would I solve it with partition division? You
would count out twelve, then separate them into four groups until you found how many
are in each group and you have your answer.
 What about fact families? Tell me more about them. Fact families are numbers that go
together. So, 12 divided by 4 equals 3, and if you did it the other way, 12 divided by 3 is
4. Those three numbers go together.