Multiplication and Division Lesson Plan

Submitted by: Ayesha S. Ames

Grade Levels: 3-5

NOTE TO EDUCATORS:

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
Division Graphic Organizer
Division Worksheet (copy for each student)
Vocabulary Activity

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 Division movie 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 Graphic Organizer 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 Division Movie twice. The first time students should note any comments/questions. Prior to the second viewing, instruct students to fill in the Vocabulary activity as they watch the video.
Discuss any comments, questions, and review vocabulary. Have students make any necessary corrections.
Ask students to complete the Division Worksheet. 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

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

Submitted by: Ayesha S. Ames

Lesson Plan Common Core State Standards Alignments

Students will:

Materials:

Vocabulary:

Preparation:

Lesson Procedure:

Related: