Name: Skylar Toala Grade Level: Grade 3

Title of Lesson: Divisibility

Texas Essential Knowledge and Skills/Standards: Grade 3: (5) Algebraic

reasoning. The student applies mathematical process standards to analyze
and create patterns and relationships.

Objective/Purpose: To show the students the different theorems the students could use
to see if certain numbers are divisible by 2,3,5,6,8,9,10, and 11.

Introduce Lesson: The students have been introduced to multiplication and lightly
introduced to division. How I wish for you to scaffold this lesson is to tell the students
because of their prior knowledge for addition, and multiplication, these skills will help
them immensely in using the divisibility rules.

Example: This example allows for a visual aid for students and gives students help
remembering the divisibility rules, also allows the students to memorize better.

Lesson: I would first want you to provide examples on the board with different
numbers to show how the divisibility rules apply to each number, and if they can be
divisible by the numbers in the “Divisibility Rule Poetry”. If you might be unsure which
numbers to use as examples, you can use some of the examples on the worksheet I have
provided for you. I would really want you to stress the concept on really applying those
rules onto each number. As going throughout the lesson, please always ask through each
step if a student understands, so that no student gets left behind or gets lost. This is the
worksheet I have provided for you.

Re-Teach: If the student did not understand the lesson, how I would reteach this lesson
is by having the students take out their divisibility rule poetry sheet out. I would then
recite the poem with the students, and write out the rules on the board. Afterwards, I
would provide examples and go through the problem step by step. After each step, I
would ask the students if they understood to make sure everyone was on the same page.
Then I would write out a number on the board, and have the students independently work
on the problem. That way, if a student was stuck I was able to work one-on-one with
them while the other students worked independently.