Math lesson plan:

Grade level: 3 Subject: Math

Topic: Division and Multiplication Relation Date: January, 22, 2020

Duration: 95 mins

Learning Objectives:
By the end of the session students should be able to:
 Students will be able to show understanding of the inverse relationship between
multiplication and division.
 Students should be able to solve related exercises.
 Students should be able to take related quizzes.

Technology Objective:
 Students should be able to write inverse statements on Excel.

21st century skills:

 Collaboration: students will work in groups to discuss different thoughts.
 Critical thinking: students will answer solving questions.

Material needed:
 Worksheets
 Math book
 Scratch-papers
 Pencils and erasers
 Whiteboard and markers
 Laptops or iPad

Warm-up/introduction (20 min) (Engagement):

 Teacher begin by applying a short video about multiplication and division to refresh their
critical thinking.
 Pass a worksheet that shows 3 groups of 12
 Call students to share their thoughts in pairs about what they see.
 Ask students to share ideas and write them on the board. eg: (3X12) =12+12+12=?
 Ask students to solve and find the results.
 Circle the equations and write them over one another.
 Explain that today they’ll review the inverse relationship of multiplication and division to
help solve future world problems.

Procedure (20 min) (Explain):

 Define inverse operation which is a system that reverse the result of another operation.
With multiplication and division, if you multiply to get the answer, you can divide by
using the answer.
  Provide an example of the same number and show students the vise-versa method; model
how you can change a division problem into a multiplication problem.
 State that the inverse operation relies on memorized or familiar multiplication facts.
 Ask students to repeat the definition of inverse operation and give them time to write the
rules.

Guided practice (20 min) (Elaborate):

 Distribute a worksheet that has exercises of the inverse operation.
 Read the directions and ask students to solve the questions in pairs.
 Do a challenge by dividing the class into two groups and ask them to stand perpendicular
to the board. I’ll write an example on the board and one student from each group is asked
to reverse the division into multiplication. The student who gets the correct answer wins a
point.

Differentiation:
 Support: students who faced trouble completing the work will receive help from their
classmates.

Assessment (20 min) (Exploration):

 Write the following numbers on the board: 56, 7, and 8.
 Ask students to write a multiplication and division statement using these numbers.
 Ask them how would they know their answer is correct.
 Allow them to read their explanation to their partners.

Closure (15 min) (Evaluation):

 To test their knowledge, students are assigned to open gimkit.com to solve the quiz.
 Choose a student to answer the following question: what is an inverse operation?
 In pairs, have them discuss why it is important to understand the relation between
multiplication and division. Review some of the idea students shared in pairs with the
class.

Reteaching:
 Tell students to research themselves about the topic.
 Give more exercises about the topic.