JuTyra Scott

ED 124- Instructional Strategies

Developmental Instructional Sequence with Assessment

REPRESENT AND SOLVE PROBLEMS INVOLVING MULTIPLICATION AND

DIVISION

Grade Level: 3rd

Oregon State Standard: 3.OA (.Operations and Algebraic Thinking)
A. Represent and solve problems involving multiplication and division
3.OA.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.
3.OA.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 = ?.

Math Concept : Math facts of multiplication and division- using multiplication and
division to solve word problems. When solving a word problem using variables and
equations as well as pictures to get the correct answer or find missing value.

Math Skills: Using manipulatives to solve multiplication / division problems. Developing

relationships between the two operations.

Assessments : Assessments will be informal and implemented as group games.

Students will play games like jeopardy and bingo where I will keep track of those
answering questions. During games students will be responsible for recording answers
and markings on scratch paper.
Activity #1: Using Arrays,Pictures and Drawing to solve multiplication problems

Materials:
● Dry Erase Pencils
● Mini White Boards
● Eraser (Napkin,Rag, ETC.)

Introduction
● Demonstrate an example of a multiplication word problem. For example:
One day Lily was playing in the park making human figures with sticks.
Lily’s mom picked enough flowers to put five flowers on each of her four
figures. Lily used multiplication to find out she had 20 flowers.
● Draw a figure on the board showcasing 4 “figures” on each place 5
flowers.
● Explain to class that they will be using pictures, drawings and arrays to
solve word problems

Direct Instruction
● On the board demonstrate 3 rows with 6 counters in them each.
● Using magnet counters count out putting 6 counters in the 3 rows.
● Ask students questions like:
○ “How many counters are there total?”
○ “How would you find the total number of counters using multiplication?”
○ “How many rows of counters are there?”
○ “How many counters are in each row?”
● Discuss with students important multiplication terms like arrays and products.
 ● Explain to students how to solve multiplication using pictures, arrays and
drawings. Step by step instructions allowing them to ask limited questions
between instructions
● Draw out arrays including the multiplication equation that represents them.

Assessment
On the board, write the word problem, “ Joey was baking cookies for his school’s
annual bake sale. Joey had 3 rows of cookies, in each row there were 5 cookies. How
many cookies did Joey have total?” On a personal whiteboard have students draw the
array and write it as an equation including the product.

Closing
● Ask students how in the future they will use pictures to solve
multiplication.
● Have students make their own array and equation.

Lesson plan influenced by Education.Com Lesson Plan

Activity #2: What is missing?

Materials:
● Paper
● Pencil
● White Board
● Dry Erase Board

Introduction
● On board write, “ 3x ____= 18”
● Ask students questions like
○ “How would you solve this problem?”
○ “What goes into 18, 3 times?”
○ “How would you convert this to a different problem to find the answer?”
● On the board, show how you solved the problem using pictures, arrays and
drawings.
● Show the students how to turn a multiplication problem into a division problem.
○ 𝑥 * 𝑧 = 𝑦--- 𝑦/𝑥 = 𝑧
● Explain to the students how operations are related and you can use other
operations to find the missing variable.

Guided Instruction
● On board, write important vocabulary words with no definition
● Have students construct a small booklet or word sheet, have them write down
each word into its own section.
○ Divisor, quotient, dividend, multiplicand, multiplicator, and product
 ● Write definitions on the board allowing students to discuss and guess what
definition matches the word.
● Explain how these places in equations are related.
○ “The dividend can also be the product in a multiplication problem”
○ “Divisor, quotient, multiplicand, and multiplicator can be the same
numbers.”
● Using a new problem show and label “ 4 x ____ =12 ----- 12/____= 4”
● Walk students through on how to solve for the missing variable by using arrays
and pictures or introducing some basic algebra.
○ “12/4 =3 --- 12/3=4”
● Students should draw pictures and describe in their own words how these terms
are related to each other.
● Finally, Walk through definitions allowing students to share what they learned in
their books for the definitions and relationship.

Independent Work
● On an empty scratch problem, have students write their own multiplication or
division problem.
● Have students use their word bank to label the problem
● Next have students rewrite their equation as another operation ( multiplication to
division,vice versa)
● Have students label the new equation with the correct term
● On the back of the paper, students must draw a picture representing their
equation and why it is correct

Assessment
● Write the equations “24 / ___ = 4 & 3*___=36”
● On a paper have students solve the equation.
● Have students convert the equation using a different operation.
 ● Push students to use pictures,arrays and drawings to solve the equation.

Closing & Review

● Set up a game of jeopardy and split the students into groups.
● On the back of each card have vocabulary questions, conversion questions
and equations to solve
● Follow the same procedure as the regular game jeopardy
● After the game, ask students to rate on a scale of 1-5 with fingers how
comfortable they feel with multiplication and division.
Activity #3 Classroom Multiplication & Division

Introduction
● Ask students questions about groups.
○ “When do we break into groups?”
○ “How many people are in the classroom?”
○ “How would you set up the classroom table groups?”
○ “How many groups and how many people in each group?”
○ “How would you figure out how many students were in the classroom just
looking at one group?”
● Talk about real life situations as the teacher has used multiplication or division.
● Review the terms Divisor, quotient, multiplicand, multiplicator , product and
dividend. Showcase their placement in the equation.

Guided Practice
● Student pairs will take turns demonstrating multiplication and division equations
you write on the board.
● Have students find partners. As a group discuss how they would represent the
classroom at the moment as an equation.
○ “24 total students / 2 (pair) = 12 pairs”
○ “2 (pair) * 12 pairs = 24 total students”
● On paper labels write “Divisor, quotient, multiplicand, multiplicator , product and
dividend.”
 ● Ask each pair of students to turn the classroom groups to the equation on the
board.
○ You may write “ 3 * 4 = 12”
○ The students must make a group of 3, group of 4, and a group of 12. Then
give each group their label, that will share the groups placement in the
equation.
○ Have students explain the groups such as “ 3 groups of 4 equals 12
people total.” “ The group of 12 is the product, the group of 3 is the
multiplicator and the group of 4 is multiplicand.”
○ Extra students (remainer) should be asked to sit down while the others
make or participate in the equation.

Assessment
● Each student gets a paper with a division and a multiplication problem.
● Students must label the placements of the numbers using word banks on
the side of the sheet.
● Students must also draw a picture or an array of the equations on the
page.

Closing
● Classroom discussion reviewing the vocabulary terms and how they
are related to each other.
● Allow students to make the new classroom groups ( # of groups, #
of people in each group, How they groups are made up), experiment
with groups for as long as wanted.
● Have students share times in life we see multiplication and division
used.
Annotations

Activity #1 : Using Arrays,Pictures and Drawing to solve multiplication

problems

● In this activity, using manipulatives to teach the students is important.

● Teaching the students to create their own manipulatives such as pictures,
arrays, and drawings to help solve equations.
● Demonstrating how to comprehend and highlight important parts of word
problems.

Activity #2 : What’s Missing

● In this activity, taking time to break down important vocabulary words is
very helpful.
● Students are being taught to relate operations. They learn the relationship
between multiplication and division and how you can use them together to
solve for missing variables.

Activity #3 : Classroom Multiplication and Division

● Using real life examples to understand multiplication and division
● Reviewing important vocabulary that will assist students in understanding
the basic concepts of multiplication and division