Wayne State University

College of Education
Teacher Education Division
Lesson Plan

Demographics

PreStudentTeacher:WynnethDaywalt

DateofLesson:April13,2015

GradeLevel:ThirdGrade

SubjectArea:Mathematics

School:DetroitEdisonPublicSchoolAcademy

Room:Room119,Ms.CroomsClass

LessonPlanTitle:IdentifyingMissingFactorsinFactorFamilies

Rationale
Thislessonismeanttobeareviewoftopicspreviouslycoveredinclassearlierinthe
schoolyear,aswellasinapreviouslessontheweekbefore.Notonlyisthisagreatwayto
reviewmultiplicationanddivisionfacts,itisalsoawaytostarttointroducehigherconcept
algebratopics.Itisimportantforstudentstoreviewthissotheyareabletocontinuetheirfact
familiespracticeforsimplereferenceinfuturemathematicsareas.
Benchmarks:
CCSS.MATH.CONTENT.3.OA.A.4
Determine the unknown whole number in a multiplication or division equation relating three

whole numbers. For example, determine the unknown number that makes the equation true in
each of the equations 8 ? = 48, 5 = _ 3, 6 6 = ?
Outcomes (objectives/performance indicators):
1. Students will be able to recall different ways to identify missing factors in an equation.
2. Students will be able to identify missing factors in an equation.
Materials Needed

PowerPoint Presentation: Missing Factors Math Detective

https://www.teacherspayteachers.com/Product/Missing-Factors-FREEBIE-MathDetective-Power-Point-369731

Poster board (cut into a triangle to represent factor family format)

Notecards with numbers written on them

Pre-written missing factors equations

Velcro strips

Dry erase board and markers

Paper and pencils

Teacher Procedure/Development
a. Introduction: Students will be asked if they remember working with the concept of
missing factors and factor families in the past. A picture will be drawn on the board of a
familiar representation of factor families, and they are reminded of some previous work
of theirs that is displayed in the classroom concerning this topic.
Students are asked the following questions in order to stimulate thinking and review:

What are some ways we can decide what the missing factor is in this
factor family?

How would you solve this particular problem?

Talk to your tables to think of some answers to these questions.

Share your thoughts with the class. We will make a list of ways that we
are able to solve missing factor equations.

Students discuss in small groups at their tables before sharing together as a whole class. A
list is written on the board of some of the methods that can be used when solving missing
factor equations.
b. Methods/Procedures: After methods for solving missing factors equations is reviewed,
students will be shown a PowerPoint presentation titled Missing Factors Math
Detective for review purposes. This will be an opportunity for students to discuss as
small groups, determine answers through individual participation, and share with the
whole class how they will solve missing factors equations. After working with a few
equations and identifying ways that they are able to solve these equations, students solve
a few practice models from the presentation. A few of these equations must be done
without the presentation, as the students need practice thinking in terms of division, as
well. A few free-written division problems are written on the board for students to solve,
as well.
Once several practice equations have been solved through class participation, the teacher
explains that they will be playing a game of Who Has the Missing Factor? The rules
are then explained:
1. Each student is given a number on a card. The back of the card has Velcro on it.
2. On the board, a large triangle is positioned with two numbers fastened to it.
3. The teacher writes an equation on the board with a missing factor.

4. Students must look at their own card and determine if theirs is the missing factor
on the poster.
5. The student holding the missing factor comes to the board and places it in the
appropriate position on the triangle factor family poster.
One or two examples will be shown by the teacher before student participation begins.
The game is played until all students have brought their piece up to the board.
At this time, a set of missing factors worksheets are handed out to students. It is
explained that this is an independent assignment, which does not involve talking.
Students complete this assignment and raise their hand with a thumbs up to have it
checked. After having had their worksheets checked, students are to turn them into the
Class Assignments bin in the classroom.
Closure: The lesson closes with a brief discussion about some of the ways that students
used to complete their worksheets. What way do students like to use in order to complete
these types of problems? Students share in a grand discussion to summarize their ideas
about solving missing factors equations.
Assessment/Evaluation
a. Students will be evaluated informally during small and large group discussion, as well as
during their participation Who Has the Missing Factor? game. Their depth of
understanding is informally assessed based on their commentary, participation, and
ability to perform.
b. Students are formally assessed based on their ability to identify different ways to solve
missing factors equations in their worksheet assignments, as well as their ability to fulfill
the worksheets equations as they are written.

Technology
The laptop computer and projector are used in order to display a PowerPoint presentation.
Accommodations/Adaptations
This lesson will be differentiated in instruction through use of small group discussion, individual
work, and large group discussion. Students will be able to verbally hear the equations that are
given, as well as see them. Those who need to use the classroom resources to help them
determine the answers to their multiplication and division facts may do so. Some students may
wish to use their notebook paper to solve the equations by writing them out or drawing a picture.
There is opportunity for students to move and use their hands during the lesson activity, as they
are able to walk to the front of the room and physically place their number on the board. This
lesson is differentiated for several different types of learners, as they are able to see visually, hear
verbally, move physically, and write using a worksheet.
Those students who need extra help are able to have it from the teacher and classmates. The
teacher will be circulating the room to assist those who need extra help. Some students with IEPs
may use other materials, such as separate worksheets or other math manipulatives during the
lesson.