Anna Dueker/Lydia Szymanski/3rd Grade Math/11.7.

2023

I. Topic:

Multiplication and division surrounding the number ‘24.’

II. Objectives/Standards:

1. Standards Aligned System. Algebraic Concepts. Standard - CC.2.2.3.A.1: Represent and

solve problems involving multiplication and division.
2. When given manipulatives TSWBAT create area models surrounding the number ‘24.’
TSWBAT share at least 3 ways they created their area models.
3. When given manipulatives TSWBAT create grouping models surrounding the number
‘24.’ TSWBAT share at least 3 ways they created their grouping models.

III. Teaching Procedures:

1. Introduction 2 min
a. Explain to classmates that we have already spent some time working with
multiplication and division, so they have been exposed to the different strategies.
Today will be more practice with working on different models.
b. “Good morning class, today we are going to be talking about multiplication and
division using the number 24.”
2. Development 5 min
i. Pass out manipulatives while other talks.
ii. “Today we are going to be using an area model with our blocks to see how
many different models we can break up our number of blocks.”
iii. Model this using the doc camera incorrect ways of breaking up the blocks
(5x5 grid, ask students to turn and talk to their partner as to why this
would not be a good area model? There is an empty space.)
iv. Make a 4x5 grid with 4 blocks left off to the side. Have students turn and
talk as to why this is incorrect (not all the blocks are used in the model).
3. Independent Practice 10 min
i. “Now, you will have 5 minutes to see how many different ways you can
use your 24 blocks to make an area model. With each combination, draw it
on your whiteboard. At the end of the 5 minutes, we will share the
different ways we found to make 24.”
ii. Start a 5 minute timer for students to use the manipulatives and create
models.
iii. Walk around the room and gauge how students are doing with the activity.
iv. After 5 minutes are up, call on groups to share one way they made 24.
v. Model it for the class using the document camera so all students can see.
4. Closure 3min
a. Hand out student check in
b. “Okay I’m passing out a student check in. Please write your name at the top and
be completely honest with us! As your teacher we want to be able to help you feel
 comfortable here in math class and this will help us do that. So write your honest
answers and then pass them to the left and we will collect them.”
c. “For division you could do something similar with grouping models.”

IV. Materials:

a. Unifix Cubes
b. Individual whiteboards and markers
c. Doc Camera
d. Exit Ticket: https://www.canva.com/design/DAFzbEesENY/ryVN-
wwo5gqoOMaogWNvBw/edit
e. Online Timer: https://www.online-stopwatch.com/candle-timer/full-screen/

V. Adaptations/Plan Modifications:

1. Extra time: Have students practice with division through the grouping model.

VI. Evaluation:

1. Formative
a. As students are working on the models, the teacher will walk around to gauge
understanding through the models made.
b. Teacher will check student equations at the end of the lesson to see if students can
take their models and represent them through numbers.
2. Summative: NA

VII. Reflection:

1. Students
a. Reflect on how they are doing with the content at the end of the lesson through
showing on a scale where they are at.
2. Teacher
a. How do I know my students are confident in this?
b. Did I plan too much for the time I had?
c. Did modeling misconceptions help or harm the students?

VIII. Resources:

Online:

a. https://toytheater.com/category/teacher-tools/virtual-manipulatives/
b. https://www.knowatom.com/hubfs/simulations/area-model-multiplication/area-
model-multiplication_en.html