Represent and solve problems

involving multiplication and

division
Title A.1 A.2
Subject Mathematics
Author Sapphire Johnston
Grade level 3rd
Time duration 45 min (not including 5 min prep time; subsequent times given after each
direction)
Outcomes beyond State Besides demonstrating understanding of state standard content, students
Standards will learn how to communicate in groups, draw conclusions, think
metacognitively, build on previous knowledge about the rules of
multiplication and division (and see more of how they are innately tied to
one another), and demonstrate public speaking skills.
State Standards 3.OA.1 Interpret products of whole numbers, e.g., interpret 5 7 as the
total number of objects in 5 groups of 7 objects each. For example,
describe a context in which a total number of objects can be expressed as
5 7.
3.OA.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.
Materials Name tags
Blocks/small manipulatives (8/student)
Blackboard space
Understanding 1. Students will understand that
a. Division problems can be represented by the number of
objects in each share when 56 objects are partitioned
equally into 8 shares
 b. Multiplication can be interpreted as the product of two
whole numbers
Essential Questions 1. How can multiplication be used to solve problems?
2. How can division be used to solve problems?
Knowledge 1. Students will know
a. Division problems allow for objects to be partitioned into
equal groups
b. Certain multiplication problems show the product of two
whole numbers
Skills 1. Students will be able to
a. Give several examples of the whole-number quotients of
two whole numbers
b. Give several examples of the whole-number products of
two whole numbers
Learning Activities 1. Before class begins (5 min, not included in total)
a. Write objectives/essential questions on board
b. Arrange tables with name tags (4 students/table)
c. Distribute manipulatives among tables
2. Class time
a. Students sit at their name tags (1 min, do as they walk in)
b. Present objectives and essential questions (3 min)
c. Reflect by talking in groups: When have you had to use
multiplication or division in your daily life? Figuring out
total calories on a cereal box? Dividing up cookies among
your sisters and brothers? (2 min)
d. Ask students to each take 5 blocks each and arrange in a
straight line (2 min)
e. Ask students to line up blocks in rows of five (2 min)
f. Ask students to discuss in groups how they would figure
out how many total blocks there are and raise hands when
done (4 min)
g. When all hands up (or most), ask them how many groups
of 5 they made (3) (4 min)
h. Ask them, if they each were given 8 blocks and had the
same groups of students, would they have the same
number of 8-block groups? If they were each given 5?
Etc.? What about if they were in groups of 4? 5? 6? (6
min)
i. Ask students if they have made any conclusions. If so,
what? And how did you get there? (4 min)
j. Combine tables of 4 to make tables of 8 (3 min)
k. Have students put all manipulatives at center of new
table (1 min)
l. Let them discuss among themselves how they plan on
distributing the manipulatives among their group

2
 members, have them appoint a spokesperson and
spokespeople raise hands when done (2 min)
m. Each spokesperson shares what their group discussed
with the rest of the class) (4 min)
n. Debrief as a whole class (teacher asks question, students
answer as soon as something comes to mind (no calling
on students)) with questions below
i. These are sample questions that may provide for
a sufficient debrief, not all of them need to be
discussed.
ii. Make sure this discussion is only 5 min long as
you need time for exit cards.
iii. Not all students are required to share. If someone
looks like they may want to share, but doesnt
speak up, the teacher may call on them. (5 min)
Debrief Sample questions: How has your view of multiplication changed? How has
your view of division changed? How will you use this information in your
daily life? Did you enjoy learning about multiplication and division this
way? If so, why? If not, what would you have preferred doing? How would
this change be better/how would it help you? Any other comments?
Exit Cards What do you most remember from this activity? (1 min)
End of class period