Lesson Plan

Name: Kasey Randall

Topic: Multiplication and division within 100
Date: Tuesday, September 19, 2017

Lesson Objectives: Students will be able to fluently multiply and divide within 100.
Standards: CCSS.MATH.CONTENT.3.OA.C.7
1. Students will be able to fluently multiply and divide numbers within 100 with 80%
accuracy.
2. Students will understand and identity the relationship between multiplication and division
(e.g. 5x6= 30 and 30÷5=6)

Materials Needed:
 Multiplication and division fact cards
 Paper and pencil
 Source of music

1. The Lesson
a. Preparation
i. Place one fact card on each desk.
b. Introduction (10 minutes)
i. Ask the class if they have ever played musical chairs. Explain to them
that they will be playing a math version of this game.
ii. Give a brief description of the game. Tell the students that a multiplication
and division fact card will be placed at each desk, and as the music plays
they will walk around the room until the music stops. Then they will need
to quickly find a seat and solve the multiplication problem on their white
board. Once completing their problem students will have to raise their
hand to have it checked.
iii. They will have to keep track of their problems and answers on a piece of
paper as they play
iv. Have a small group of student’s model how the game is supposed to look.
c. Content Delivery (50 minutes)
i. Have students begin spreading out around the room
ii. Play a song for 20 to 40 seconds once the music stops and students find
a chair wait for them to raise their hand and check their work.
iii. Continue this for several rounds, once you feel that your students have
had enough practice and understand the game begin removing chairs
iv. Once a student is knocked out of the game have them begin to form two
circles in the front of the room, one larger one and one small one within
the larger. Instruct the small circle to move cock wise and the large circle
to move counter-clock wise.
 v. With each round, give the two circles a multiplication or division problem
which they will have to record, think about, answer, and share with
classmate in front of them partner. This will allow them more time to work
on their math skills instead of just sitting and watching the game. This will
also remove some of the stress some ELL students might feel during the
game and give them a chance to work and communicate with their peers.
vi. Once you have two students left it is no longer a race a chair but a race to
find the correct answer
vii. Repeat these steps again with division cards with the same Numbers

d. Closure (10 minutes)

i. After completing the game two times have your students return to their
seats
ii. Have them look over their sheets and ask if they notice any patterns
between the multiplication and division problems, discuss what they
notice with a partner
i. After sharing go in front of the class and tell them what they should have
noticed
ii. Give a brief lesson on multiplication and division relation and how this can
help them solve math problems.

Resources:
“Grade 3 » Operations & Algebraic Thinking.” Grade 3 » Operations & Algebraic Thinking |
Common Core State Standards Initiative, 2017,
www.corestandards.org/Math/Content/3/OA/#CCSS.Math.Content.3.OA.C.7. Accessed 19
Sept. 2017.