3rd Grade Math Lesson Plans
Date: January 13-17, 2014
Monday
We will / Objective: understand division as the splitting of a quantity into equal groups.
I will /Product/Task: use the inverse relationship between multiplication and division to solve problems.
Academic Language: inverse, missing factors, multiplication, division, factor, product, quotient, equal groups, array
Opening: Introduce how multiplication and division are related. Investigations Unit 5, session 4.1 – pages 117-119.
Work Period: With teacher/Ind. work: SAB pages 39-40, fluency, problem solving (mult/div ?s, table ?s)
Closing: Discuss how students solved problem 2.
Tuesday
We will / Objective: understand division as the splitting of a quantity into equal groups.
I will /Product/Task: use the inverse relationship between multiplication and division to solve problems.
Academic Language: inverse, missing factors, multiplication, division, factor, product, quotient, equal groups, array
Opening: Review relationship between multiplication and division (see EnVision Topic 10-4). Introduce division as
sharing using EnVision Topic 10-1.
Work Period: With teacher/Ind. work: Topic 10-1 and 10-4 problems, fluency, problem solving (mult/div ?s, table ?s)
Closing: Have students write about how multipcliation and division are related.
Wednesday
We will / Objective: understand division as the splitting of a quantity into equal groups.
I will /Product/Task: use the inverse relationship between multiplication and division to solve problems.
Academic Language: inverse, missing factors, multiplication, division, factor, product, quotient, equal groups, array
Opening: Investigations Unit 5, session 4.2 & 4.4: Discuss strategies to decide to multiply or divide.
Work Period: With teacher/Ind. work: SAB pages 42-44, fluency, problem solving (mult/div ?s, table ?s)
Closing: Have students explain how they decide to use multiplicaiton or division to solve a problem.
Thursday
We will / Objective: identify and describe patterns in a table of related number pairs based on a meaningful
problem and extend the table.
I will /Product/Task: generate a table of paired numbers.
Academic Language: inverse, missing factors, multiplication, division, factor, product, quotient, equal groups, array
Opening: Have class create a table based on a real life situation such as insects and legs. Discuss relationship
between numbers. Model building and also extending a table using information in a word problem.
Work Period: Students complete “Table Activity” with a partner. Students complete “Building Tables” assignment using information from the word problems, students will build a table for each problem.
Closing: Have students generalize how to find the relationships within a table. Have them choose one problem to
extend the table they created.
We will / Objective: identify and describe patterns in a table of related number pairs based on a meaningful
problem and extend the table.
I will /Product/Task: generate a table of paired numbers.
Academic Language: inverse, missing factors, multiplication, division, factor, product, quotient, equal groups, array
Opening: Review strategies for building and extending a tables. Then model how to find the pattern or rule for a
table.
Work Period: Have students complete problems from EnVision Topic 12-3: Extending tables and from EnVision Topic
12-4: Writing rules for situations.
Closing: Have students share how to find the pattern or rule for a table and then how to use that rule to extend a
table.
½ day
Friday
½ day
FUN RUN!