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MULTIPLICATION AND DIVISION DAY 1
MULTIPLICATION AND DIVISION
DAY 1
PROBLEM OF THE DAY •Nina ordered 7 pizzas for dinner. Each pizza had 8 slices. She and her friends ate 49 slices. How many slices were left?
ESSENTIAL QUESTION
•How does practicing with different strategies help us multiply and divide more fluently?
MULTI-STEP WORD PROBLEMS•This week, we are going to be focusing on word problems. Many word problems have more than one step. •What can you do to make sure you complete every part that a word problem is asking you to do?
SOLVE AS A GROUP•There are 6 people singing at a concert. Four of them sing for
18 minutes each. Two of them have extra solos, so they sing for 25 minutes each. How many total minutes do the people sing?
SOLVE WITH A PARTNER•Mrs. Long went for a walk in the woods every day for 6 weeks. During that time, she missed 4 days. How many days did she go for a walk in the woods?
SOLVE INDEPENDENTLY•Kenneth made six 3 pointers at recess. The next day, he made four 2 pointers. How many points did he score in all?
INDEPENDENT PRACTICE/ CENTERS•For independent practice, complete the word problem worksheet. When it is complete, put it in completed work and go to your center for the day.
•Khan Academy: 3rd grade mission
•I-Pods: multiplication fluency
•I Can: Multiply
•Partner Work: Write a multi-step word problem. Switch with your partner and solve. Check each other’s work.
MULTIPLICATION AND DIVISION
DAY 2
PROBLEM OF THE DAY •Kamiyah got 114 pieces of candy for Halloween. She ate 15 of them. She split up the rest of her candy equally among 9 of her friends. How many pieces of candy did each friend get?
ESSENTIAL QUESTION
•How does practicing with different strategies help us multiply and divide more fluently?
SOLVE AS A GROUP•Selina read 45 pages in her book this week. She read an equal amount each day for 5 days. Jasmine read twice as much as Selina. How many pages did Jasmine read each day?
SOLVE WITH A PARTNER•Kameron had 22 Takis in his lunch. Zaniyah gave him 6 more. They were too hot, so he shared them equally with his 4 friends. How many Takis did each friend get?
SOLVE INDEPENDENTLY•Brandon had 65 Pokemon cards. He kept 11 of them, and gave the rest to his 6 friends. How many cards did each friend get?
INDEPENDENT PRACTICE/ CENTERS•For independent practice, complete the word problem worksheet. When it is complete, put it in completed work and go to your center for the day.
•Khan Academy: 3rd grade mission
•I-Pods: multiplication fluency
•I Can: Multiply
•Partner Work: Write a multi-step word problem. Switch with your partner and solve. Check each other’s work.
MULTIPLICATION AND DIVISION
DAY 3
PROBLEM OF THE DAY •At the movie theater, there were 700 people. If each person ate 5 snacks, how many total snacks did the people eat?
ESSENTIAL QUESTION
•How does practicing with different strategies help us multiply and divide more fluently?
MULTIPLES OF 10•What is a multiple of 10?
•When we are multiplying using multiples of 10, we need to recognize those numbers as groups of 10. For instance, 30 is how many groups of 10?
MULTIPLES OF 10•If we have a problem like 4 x 30, we have 4 groups, and inside of each group are 3 groups of 10.
•Instead of using dots (ones), we can use bars (tens).
•What is our whole?
•How many groups of 10 are there total?
•What number does this represent?
MULTIPLES OF 10•Try building this multiplication equation with your base 10 blocks: 6 x 40
•How many groups of ten do you have? •What number does this represent? •Do you see a pattern when you are multiplying groups of 10?
MULTIPLES OF 10•If we have a problem like 210 / 7, we have 7 groups, and we need to divide 21 groups of 10 evenly among those groups. •Instead of using dots (ones), we can use bars (tens).
•What is our whole? •How many groups of 10 are in each group? •What number does this represent?
MULTIPLES OF 10•Try building this division equation with your base 10 blocks: 160 / 8
•How many groups of ten do you have? •What number does this represent? •Do you see a pattern when you are dividing groups of 10?
WORD PROBLEMS WITH TENS•Ms. Valles grabbed 180 pencils from her supplies. She shared them equally among 6 groups of students. One group lost 14 of their pencils. How many pencils did that group have left?
INDEPENDENT PRACTICE/ CENTERS•For independent practice, complete the worksheet. When it is complete, put it in completed work and go to your center for the day.
•Khan Academy: 3rd grade mission
•I-Pods: multiplication fluency
•I Can: Multiply
•Partner Work: Write a multi-step word problem. Switch with your partner and solve. Check each other’s work.
MULTIPLICATION AND DIVISION
DAY 4
PROBLEM OF THE DAY •Selina liked to collect stickers. She had 46 stickers. Her friend gave her 17 more. She decided to give all of her stickers away, so she gave an equal number to each of her 9 friends. How many stickers will each friend get?
CHOOSING AN OPERATION
•How can you decide which operation to use when you’re solving word problems?
CHOOSING AN OPERATION
•If you’re working with individual items, use addition and subtraction.•If you’re working with groups of items (each), use multiplication and division.•If you know your whole, subtract or divide.•If you don’t know your whole, add or multiply.
CHOOSING AN OPERATIONNo groups groups
Don’t know the whole + xKnow the
whole - /
SOLVE AS A GROUP•Kameron got 12 packs of smarties for Halloween. There were 10 smarties in each pack. He ate 16 smarties. How many smarties did he have left?
SOLVE WITH A PARTNER•100 people went to the Brooklyn Bears basketball game. If there are 9 rows with 8 seats in each row, how many more seats do they need?
SOLVE INDEPENDENTLY•Xander and Buffy jogged 10 miles each day last week, Monday through Sunday. If they jogged 12 more miles each day this week, how many miles did they jog in all?
INDEPENDENT PRACTICE/ CENTERS•For independent practice, complete the worksheet. When it is complete, put it in completed work and go to your center for the day.
•Khan Academy: 3rd grade mission
•I-Pods: multiplication fluency
•I Can: Multiply
•Partner Work: Write a multi-step word problem. Switch with your partner and solve. Check each other’s work.
MULTIPLICATION AND DIVISION
DAY 5
PROBLEM OF THE DAY •Over the weekend, Emani read 4 books that were 30 pages each. Matthew read 3 books that were 50 pages each. How many more pages did Matthew read than Emani?
USING TILES: COMMUTATIVE PROPERTY
•Use square tiles to create a 5 x 3 array like the one below.
•What equation represents this array?
USING TILES: COMMUTATIVE PROPERTY
•Now turn your array so that it looks like this:•What equation represents this array?•Did you add or take away any tiles? Did your whole change?
USING TILES: COMMUTATIVE PROPERTY
•Write an equation that proves that the following figures are equal:
COMMUTATIVE PROPERTY
•Commutative property: the “parts” can go in any order•Be careful! This does not mean you can switch any numbers! The wholes need to stay put. The parts can go in any order.
COMMUTATIVE PROPERTY
•How can you rewrite these problems?•4 x 9•12 x 6•1,583 x 3,621
COMMUTATIVE PROPERTY
•How can you use the commutative property when you are dividing?•27 / 3
COMMON MISTAKE
•This problem was on the Case 21, and many people chose C. Why is that answer incorrect?
ASSOCIATIVE PROPERTY
•Associative property: when you are multiplying with more than two factors, you can multiply the factors in any order and get the same product
ASSOCIATIVE PROPERTY•What are different ways that you can write this problem?•2 x 9 x 3
ASSOCIATIVE PROPERTY•What are different ways that you can write this problem?•5 x 4 x 8
ASSOCIATIVE PROPERTY•What are different ways that you can write this problem?•10 x 9 x 6
COMMON MISTAKE•Now that you know more about the associative property, what is the correct answer to this problem?
INDEPENDENT PRACTICE/ CENTERS•For independent practice, complete both sides of the worksheet. When it is complete, put it in completed work and go to your center for the day.
•Khan Academy: 3rd grade mission
•I-Pods: multiplication fluency
•I Can: Divide
•Partner Work: Dice game: multiply by 3.
MULTIPLICATION AND DIVISION
DAY 6
PROBLEM OF THE DAY •DeShad walks for 10 minutes to get to school every day (Monday through Friday) for 3 weeks. How many minutes did he spend walking?
DISTRIBUTIVE PROPERTY
•Distributive property: factors can be broken down into smaller factors that are easier to multiply.•When you break something apart, you must put it back together!
AREA MODEL•The area model shows us how distributive property works:
•How can you break down a 13 x 4 shape to make it easier to find the product?
AREA MODEL•13 x 4 = 4 x (10 + 3) = (10 x 4) + (3 x 4)
DISTRIBUTIVE PROPERTY
•Set up an array (or area model) with your tiles or blocks to represent this problem:•14 x 3•How can you split it up to make it easier to multiply?•Write an equation that shows how you used distributive property.
DISTRIBUTIVE PROPERTY
•Set up an array (or area model) with your tiles or blocks to represent this problem:•19 x 2•How can you split it up to make it easier to multiply?•Write an equation that shows how you used distributive property.
DISTRIBUTIVE PROPERTY
•Set up an array (or area model) with your tiles or blocks to represent this problem:•14 x 5•How can you split it up to make it easier to multiply?•Write an equation that shows how you used distributive property.
INDEPENDENT PRACTICE/ CENTERS•For independent practice, complete the worksheet. When it
is complete, put it in completed work and go to your center for the day.
•Khan Academy: 3rd grade mission
• I-Pods: multiplication fluency
• I Can: Divide
•Partner Work: Create a multiplication or division problem. Swap with your neighbor and solve. Check each other’s work.
MULTIPLICATION AND DIVISION
DAY 7
PROBLEM OF THE DAY •Marvin brought sticker sheets to school for each of his 6 friends. Each sheet had 35 stickers on it. How many stickers total did he give away?
DISTRIBUTIVE PROPERTY
•What is the distributive property?•How is it helpful?
WRITING EQUATIONS•Write an equation to represent this area model:
•How can you distributive property to solve?
WRITING EQUATIONS•Use the distributive property to rewrite this equation in a way that is easier to solve:
17 x 5
WRITING EQUATIONS•Use the distributive property to rewrite this equation in a way that is easier to solve:
19 x 3
WRITING EQUATIONS•Use the distributive property to rewrite this equation in a way that is easier to solve:
37 x 2
WRITING EQUATIONS•Use the distributive property to rewrite this equation in a way that is easier to solve:
54 x 4
INDEPENDENT PRACTICE/ CENTERS•For independent practice, complete the worksheet. When it
is complete, put it in completed work and go to your center for the day.
•Khan Academy: 3rd grade mission
• I-Pods: multiplication fluency
• I Can: Divide
•Partner Work: Create a multiplication or division problem. Swap with your neighbor and solve. Check each other’s work.
MULTIPLICATION AND DIVISION
DAY 8
PROBLEM OF THE DAY •On Thursday Bill sold 327 concert tickets. On Friday, Bill sold 584 concert tickets. About how many tickets did Bill sell?
ESTIMATION
•What is estimation?•Why might we sometimes estimate before we solve?
ROUNDING REVIEW•Round the following numbers to the nearest ten then to the nearest 100:
–382–199–506
ESTIMATE THEN SOLVE•First, round the larger number to the nearest 10 or nearest 100. Then use your multiples of 10 to solve the problem. •378 x 5
ESTIMATE THEN SOLVE•97 x 8
ESTIMATE THEN SOLVE•52 x 9
USING PROPERTIES TO FIND THE EXACT ANSWER•If you want to find the exact answer to a problem, how might the distributive property help you?•308 x 4
INDEPENDENT PRACTICE/ CENTERS•For independent practice, complete the worksheet. For a
chance at a 4, estimate to solve then find the exact answer using the distributive property. When it is complete, put it in completed work and go to your center for the day.•Khan Academy: 3rd grade mission• I-Pods: multiplication fluency• I Can: Divide•Partner Work: Create a multiplication or division problem.
Swap with your neighbor and solve. Check each other’s work.
MULTIPLICATION AND DIVISION
DAY 9
PROBLEM OF THE DAY •All 316 third graders went on a field trip. Each student costs $6 to go on the field trip. About how much money will it take for all of the students to go?
FIELD TRIP TO THE AQUARIUM
•Today, you will be planning a field trip to the aquarium for the students at Lou Elementary.•What are some things that might cost money when you are going on a field trip?
FIELD TRIP TO THE AQUARIUM•On this field trip, students will need to pay for gas, lunch, and the entrance fee.•Entrance fee: $4.75 per student•Gas: $1.50 per gallon (you need 9 gallons for a one-way trip)•Bag lunch: $3.25 per student
FIELD TRIP TO THE AQUARIUM•Entrance fee: $4.75 per student•Gas: $1.50 per gallon (you need 9 gallons for a one-way trip)•Bag lunch: $3.25 per student•There are 4 third grade classes, and there are 12 students in each class.•How can you use estimation to help you find the cost of the field trip?
FIELD TRIP TO THE AQUARIUM•Step 1: Estimate the entrance fee cost•How can you do this?
FIELD TRIP TO THE AQUARIUM•Step 2: Estimate the cost of gas•How can you do this?
FIELD TRIP TO THE AQUARIUM•Step 3: Estimate the cost of bag lunches•How can you do this?
FIELD TRIP TO THE AQUARIUM•Step 4: Estimate the total cost of the trip•How can you do this?
FIELD TRIP TO THE AQUARIUM•Step 5: Estimate the cost for each student•How can you do this?
FIELD TRIP TO THE AQUARIUM•If you have extra time, use a calculator to find the actual cost of the trip for each student.•What was the difference between your estimate and the actual cost?
INDEPENDENT PRACTICE/ CENTERS•When you have completed the sheet for the field trip cost
estimation, put it in completed work and go to your center for the day.
•Khan Academy: 3rd grade mission
• I-Pods: multiplication fluency
• I Can: Divide
•Partner Work: Create a multiplication or division problem. Swap with your neighbor and solve. Check each other’s work.
