# Multiplication and Division Lesson Plan: How Are Operations Connected in the Real World?

### Submitted by: Ayesha S. Ames

Grade Levels: 3-5

In this multiplication and division lesson plan, which is adaptable for grades 3 to 5, students use BrainPOP resources to explore the relationship between these operations. Students will also complete a variety of activities to help them understand these operations in real-world contexts.

### Lesson Plan Common Core State Standards Alignments

Grade: 03

CCSS.Math.Content.3.OA.A.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.

Grade: 03

CCSS.Math.Content.3.OA.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.1

Grade: 03

CCSS.Math.Content.3.OA.A.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 = ?

Grade: 03

CCSS.Math.Content.3.OA.B.5

Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)

Grade: 03

CCSS.Math.Content.3.OA.B.6

Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.

Grade: 03

CCSS.Math.Content.3.OA.C.7

Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

Grade: 03

CCSS.Math.Content.3.OA.D.8

Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.3

Grade: 03

CCSS.Math.Content.3.OA.D.9

Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.

Grade: 04

CCSS.Math.Content.4.NBT.B.5

Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Grade: 04

CCSS.Math.Content.4.NBT.B.6

Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Grade: 04

CCSS.Math.Content.4.OA.A.1

Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.

Grade: 04

CCSS.Math.Content.4.OA.A.2

Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.1

Grade: 04

CCSS.Math.Content.4.OA.A.3

Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

Grade: 05

CCSS.Math.Content.5.NBT.B.5

Fluently multiply multi-digit whole numbers using the standard algorithm.

Grade: 05

CCSS.Math.Content.5.NBT.B.6

Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Grade: 05

CCSS.Math.Content.5.NBT.B.7

Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

### Students will:

- Explore the relationship between multiplication and division.

### Materials:

- Computer, internet, and BrainPOP access
- Star Diagram Activity Page
- Division Activity Page (copy for each student)
- Vocabulary Activity Page (copy for each student)

### Vocabulary:

dividend, divisor, quotient, remainder, divvy, share, product, factor

### Preparation:

Use this lesson as an introduction to a unit on division. Be sure to preview the movie on division to plan talking and pause points.### Lesson Procedure:

- Have each student take and submit the Division Quiz (using clickers, computers, or paper/pencil) as a pre-assessment of their understanding of division. Use their scores as one measure to differentiate instruction throughout the unit.
- Ask students, “How is multiplication related to division?”
- Pose the following problem: How many boxes of crayons, with 8 crayons in each box, can be made with 32 crayons? Guide students with questions such as: How many 8s are in 32? 8 times what number is 32? How much is 32 divided by 8?
- Point out that in the division fact 32 / 8 = 4, the number 32 is the dividend, 8 is the divisor, and 4 is the quotient. Also, discuss the multiplication/division fact family: 4 * 8 = 32, 8 * 4 = 32, 32/4 = 8, and 32/8 = 4.
- Project the Star Diagram Activity Page for the class to see. Complete the activity page as a class. Type the students’ responses directly onto the page.
- Tell students you are going to watch the BrainPOP movie on division twice. The first time students should note any comments/questions. Prior to the second viewing, instruct students to fill in Vocabulary page as they watch the video.
- Discuss any comments, questions, and review vocabulary. Have students make any necessary corrections.
- Ask students to complete the Fill in the Chart Division Page. Remind them to reference their multiplication/division fact families, as this will make solving division problems much easier.
- Inquire, "Now, how do you think multiplication and division are related? Have your thoughts changed?" Discuss.

Filed as: 3-5, Blended Learning, BrainPOP, CCSS.Math.Content.3.OA.A.2, CCSS.Math.Content.3.OA.A.3, CCSS.Math.Content.3.OA.A.4, CCSS.Math.Content.3.OA.B.5, CCSS.Math.Content.3.OA.B.6, CCSS.Math.Content.3.OA.C.7, CCSS.Math.Content.3.OA.D.8

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