Lesson #2

Date Taught: Wednesday, July 11, 2018

BIG IDEA: I can solve division problems by using repeated subtraction.

Topic: Division - repeated subtraction

Standard: 3.OA.B.6- Understand division as an unknown-factor problem. 3.0A.A.3: Use multiplication and
division within 100 to solve word problems in situations involving equal groups, arrays, and measurement
quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the
problem.

Objectives: SWBAT use repeated subtraction as one way to think about and understand division.
Student-Friendly Objective: SWBAT use repeated subtraction to solve one-digit division problems.

Assessment Plan:
 Review repeated addition to make a connection as multiplication and division being opposites.
Observe the children as they work to gauge their understanding of division as repeated subtraction.
Ask questions about patterns they see. Review division strategies as needed.

Co-Teaching Strategy: Team teaching

Materials Needed: page protectors and markers, counters and plastic cups, playdough, base 10 materials,
number/number pair cards; Multiplication and Division Bingo cards

Key Vocabulary: Division, repeated subtraction, equal groups, equal sharing

Anticipatory Set: (Ellen and Kaitlyn)

 Boys and girls, we’ll need your help. We’re going to use our bodies to see how many ways we can
divide ourselves into equal groups. So first, we’ll need you all to come over here (open area by table).
Because we have an odd numbered group, we’ll need Miss Ellen’s help too! Now, we have an equal
number of people. We need an equal number of people to divide into equal groups. Now, I want you
to work together to see if you can divide yourselves into equal groups. Good! We’ve made 4 groups of
2 in each group and we know that 8 can be divided by 4 groups of 2. Now, let’s try it again (divide again
into groups). Now we’ve made 2 groups of 4. Now we know that eight can be divided into 2 groups of
4. This is part of division. It is finding how many equal groups we can make. Everyone please go and sit
back down in your seats.

Modeling: (Kaitlyn)
 Let’s say I have 12 cookies and I want to split them with my 3 friends. So, I’ve got 4 plates for my
friends and me. 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 3 cookies on each plate).

Guided Practice: (Ellen)

 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 repeated subtraction, what’s the first thing I should do with my manipulatives?
(“Take away 3 of the little cubes.”) Okay, I’ll take-away three of the little cubes. (put three of
the cubes in a separate pile) Now I have one group of three and I’m left with twelve.
 What should I do next? (“Take away three more.”) Alright, I’ll take away three more. (take away
two) Wait a minute, I only have two of the small cubes. I still need to take away one more to
make my equal group 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 take away my other one. (take
away last one, add to previous group of two to make three)
 Now I have taken away two equal groups of three. What should I do next? (“Keep taking away
three!”) Right! I will keep subtracting in equal groups of three. (take away 3 three more times)
That’s all my cubes, how many equal groups am I left with? (“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→ 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 repeated
subtraction 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→ 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→ Multiplication and Division Bingo. Children will be given bingo cards with different
answers. A teacher will read multiplication and division sentences and the children will fill in the square
with the answer to the sentence. For example, a teacher may read “3 x 9” and the children would fill in
the square “27.”

Closure: (Ellen and Kaitlyn)

 So, what did we learn about today? Division!
 That’s right! What strategy did we use to solve our division problems? Repeated subtraction.
 So, if I have a division problem like 8 divided by 4, what would it look like if I solved it using repeated
subtraction? You would take away 4 until there weren’t any left and you would count the number of
groups you made.