Ma.3.NSO.2.4– Multiply two whole numbers from 0 to 12
and divide using related facts with procedural reliability.
Ma.3.NSO.2.2 – Explore multiplication of two whole numbers with products from 0 to 144, and related division facts.
Objective: Students will learn and understand how to divide a two-digit whole number by a one-digit whole number.
Materials: (Per TEACHER)
1 pair of blank dice
1 permanent marker or dice stickers
1 classroom dry erase board
1 dry erase marker
Materials: (Per student)
1 standard bingo card from set
10 bingo chips
1 sheet of scratch paper
1 pencil
Lesson Discussion:
Define the terms “divisor”, “dividend”, and “quotient” for the students.
Explain that the “divisor” is the number by which a dividend is divided; “dividend” is the number to be divided; and “quotient” is the result of division
Explain the relationship of multiplication and division. Help the students understand that division is the inverse of multiplication. The students will be dividing two-digit whole numbers by one-digit whole numbers.
TEACHER PREPARATION:
Step 1: Label one die 0 through 2 and the other as 0, 1, 2, 3, 4, and 5, using either a permanent marker or stickers that come with the blank dice.
Step 2: Distribute 1 bingo card and 10 bingo chips to each student.
Procedure:
Step 1: Roll the 2 dice at the same time.
Step 2: Read the numbers where the dice landed aloud. Record the numbers on the dry erase board.
Step 3: Tell the students to place a bingo chip on all the numbers on their bingo card divisible by the sum of the numbers on which the dice landed. For example, if one die landed on a 2 and the other landed on a 5, the students must place a bingo chip on all the numbers on their bingo cards that are divisible by 7.
Step 4: Tell the students that the goal of the activity is to be the first to have 10 chips on their bingo card.
Step 5: Instruct the students to shout “Bingo!” if they place 10 chips on their bingo card. The first person to shout out "Bingo!" with the correct answers is the winner. It may be necessary to roll again if no one in the class can find 10 numbers on the first roll.
Step 6: In the event of a draw, the tied players enter a lightning round. Repeat steps 1 and 2, and the first student who finds a number divisible by the product of the numbers on the dice on their bingo sheet and shouts "Bingo!" wins.
Extension Activity
Step 1: Distribute 1 sheet of scrap paper and 1 pencil to each student.
Step 2: Have the students pick any number they choose that was not marked with a bingo chip on their bingo card, and write that number on the front of their paper.
Step 3: Tell the students to write 1 factor pair of that number below it.
Step 4: Have the students write a multiplication and division equation on the back of their paper using the numbers they wrote on the front.
PART B: Materials: (Per TEACHER)
1 roll of colored masking tape 1 ruler 1 Operation Trifold 1 Equal Sign Trifold 1 set of Teacher Number Cards 2 dry erase boards 2 dry erase markers 2 dry erasers 1 one-minute timer
Teacher Preparation:
Step 1: At front of the classroom, make 3 squares on the ground measuring 17 × 17 inches with the colored masking tape. Leave about a 6-inch space in between each square.
Step 2: Create Teacher Number Cards by writing each number below on a separate sheet of paper large enough so the students can see it.
Step 3: Place the Operation Tri-fold between squares 1 and 2. Make sure that the multiplication sign is facing the students. Place the Equal Sign Trifold between squares 2 and 3 with the equal sign facing the students.
Step 4: Split the class into 5 teams/troops: Troops Black, Red, Yellow, Blue, and Green. Give the first troop to compete 2 dry erase boards, 2 dry erase markers, and 2 dry erasers. These materials will be passed on to the other troops when it is their turn to compete.
Procedure:
Step 1: Stand in the third square with a set of Teacher Number Cards. Hold up any card for each group. Note: A new number should be held for each turn.
Step 2: Flip the timer so the group has one minute to complete their turn.
Step 3: Explain that the students in the troop will have to come up with 2 numbers between 0 and 12 that when multiplied, the product is equal to the number on the Teacher Number Card. Once the troop has come up with the numbers, they will write 1 of the numbers on 1 dry erase board and the other number on the other dry erase board. Example: If the teacher is in the third square and holding a card that says 42, 1 dry erase board should say 6 and the other should say 7.
Step 4: Then, 2 students from the troop will take their places on squares 1 and 2 to make a multiplication equation with the dry erase boards. Example: Student A steps in the first square holding a dry erase board with a 6 and Student B steps in the second square holding a dry erase board with a 7. The equation formed is 6 × 7 = 42.
Step 5: Once the students form the correct equation, the rest of the troop will rearrange you and their teammates to create a related multiplication and a related division equation. Remind students to change the Operation Tri-fold when necessary to make the equations correct. Example of the related multiplication equation: 7 × 6 = 42. Example of the related division equations: 42 ÷ 6 = 7 or 42 ÷ 7 = 6.
Step 6: If the troop is able to complete the task before the timer runs out, they keep the Teacher Number Card that you are holding. If the troop does not get the equations correct or within the allotted time, the cards will go in the back of the teacher’s deck.
Step 7: Be sure to change the Operation Tri-fold to show the multiplication sign again and resume position in the third square after each troop has had their turn.
Step 8: Repeat steps 3 to 7 until all the Teacher Number Cards have been dispersed to the winning troops. The troop with the most Teacher Number Cards is the winner.
PART C:
Materials: (Per TEACHER)
1 Fact Family handout
1 pair of scissors
1 clear resealable bag
1 stopwatch or timer
1 classroom dry erase board
1 dry erase marker
Lesson
Discussion:
• Explain the relationship between multiplication and division. Help the
students understand that multiplication is the “reverse” of division.
•
Teach how to identify and create division sentences using a given set of numbers.
• The students will learn how to multiply and divide numbers up to 144.
Teacher Preparation:
Step 1: Cut out the sets of numbers from the Fact Family handout.
Step 2: Place the sets of numbers from the handout inside a resealable bag.
Procedure:
Step 1: Call one student to be the first player.
Step 2: Tell the student to pick 1 set of numbers from the resealable bag but not look at it.
Step 3: Explain to students that they will be timed to see how fast they can determine the 3 numbers from the set that make up a multiplication/division fact family. Then, the student will create the fact families as fast as they can on the classroom dry erase board.
Step 4: Write the Fact Family numbers on the board and set the cut-out aside. Instruct the student to get ready. The student will need to identify the 3 numbers that belong to the same fact family and create fact family equations from the 3 numbers on the classroom dry erase board. For example, if they picked a set of numbers that had 1, 2, 3, and 6, the student would note the relationship between the numbers 2, 3, and 6. These numbers can be used in a multiplication equation (2 × 3 = 6) or a division equation (6 ÷ 3 = 2), so they belong to the same fact family. Once the 3 numbers are identified, the student will make 1 multiplication sentence using the 3 numbers as quickly as possible.
Step 5: Using a timer or stop watch, measure and record how quickly each student completes this task on the classroom dry erase board.
Step 6: When all the sets of numbers have been pulled, place them back in the resealable bag. Repeat steps 4 and 5, but tell the students who haven’t had a turn yet that they will be following the same procedures, but creating a division equation instead.
Step 7: Once all of the students have had a turn, determine which student had the fastest time. That student is the winner of the activity.
PART D:
Materials: (Per group of 4 students)
Teacher Preparation:
Step 1: Print 1 Fact Family Numbers template and 4 Fact Family Equation templates for each group of 4 students.
Step 2: Place the Fact Family Equation templates into the Write and Wipe holders and cut out each card from the template so that each group of 4 students has 42 cards.
Procedure:
Step 1: Distribute the materials to each group of 4 students.
Step 2: Ask the students to shuffle their decks of cards.
Step 3: Tell the students to pass out 6 cards to each student. The extra cards will be placed in the middle of the desk so it forms a draw pile that is accessible to all the students.
Step 4: Have the students arrange their cards face up on their desks in front of them. The other students in the group should be able to see their opponents’ cards.
Step 5: Explain to the students that with the cards in their hand, they will try to create as many fact family equations as possible. They will pull the cards for each equation they make and write in the equation on the Fact Family Equation template. For example, if the student had the numbers 6, 5, 30, 2, 4, and 1, the student could pull the 6, 5, and 30 and place them in a pile next to them. They would then write the equation 6 × 5 = 30 or 5 × 6 = 30 and the equation 30 ÷ 6 = 5 or 30 ÷ 5 = 6 on the template.
Step 6: For each correct fact family equation, the student earns 1 point.
Step 7: Once all the students have taken out all the cards that can make a fact family from their hand and written their equations for those cards, the next part of the activity begins.
Step 8: At the beginning of their turn, the Student A will pick 1 card from the draw pile. They will use this card and the remaining cards in their hand to make equations as they did in step 5.
Step 9: The student will have the opportunity to “steal” 1 card from one of their opponents to make fact family equations. Only 1 card may be stolen per turn, and it can only be stolen if it allows an equation to be made. For each correct fact family equation, the student earns 1 point.
Step 10: Students take turns until all the cards have been drawn.
Step 11: The first student to have zero cards left in their hand gets the gold win, but the game continues until all the cards have been drawn.
Step 12: A student can get a silver win if they have the most fact family equations made on their template.
Step 13: In the event of a tie, a bronze win can be won by having the least value of cards in their hand at the end of the game. For example, if Student A has the cards 3, 4, and 7, the value of their cards after finding the sum is 14. If Student B has the 10 and 20 cards, the value of their cards after finding the sum is 30. In this case, Student A will get the bronze win.
Essential Questions for Discussion or Journaling:
(1) Give examples of context clues in text that may be used to help identify the appropriate operations to use in word problems.
(2) If you see an array of objects arranged in rows and columns, how can you tell if it is showing multiplication or division? Can you create your own array to show both a multiplication and division fact?
