Lesson Plan Teacher: Brittany Bootka Length: 30 min CCSS: CCSS.Math.Content.3.OA.A.1 Interpret products of ho!e num"ers# e.$.

# interpret % & ' as the tota! num"er of o"(ects in % $roups of ' o"(ects each. For example, describe a context in which a total number of objects can be expressed as 5 7. CCSS.Math.Content.3.OA.C.' )!uent!y mu!tip!y and di*ide ithin 100# usin$ strate$ies such as the re!ationship "et een mu!tip!ication and di*ision +e.$.# kno in$ that , & % - .0# one kno s .0 / % - ,0 or properties of operations. By the end of 1rade 3# kno from memory a!! products of t o one2di$it num"ers. CCSS.Math.Content.3.OA.B.% App!y properties of operations as strate$ies to mu!tip!y and di*ide.3 Examples: If 6 4 !4 is "nown, then 4 6 !4 is also "nown# $%ommutati&e propert' of multiplication#( ) 5 ! can be found b' ) 5 *5, then *5 ! )+, or b' 5 ! *+, then ) *+ )+# $,ssociati&e propert' of multiplication#( -nowin. that / 5 4+ and / ! *6, one can find / 7 as / $5 0 !( $/ 5( 0 $/ !( 4+ 0 *6 56# $1istributi&e propert'#( CCSS.Math.Content.3.OA.A.3 Interpret ho!e2num"er 4uotients of ho!e num"ers# e.$.# interpret %5 / , as the num"er of o"(ects in each share hen %5 o"(ects are partitioned e4ua!!y into , shares# or as a num"er of shares hen %5 o"(ects are partitioned into e4ua! shares of , o"(ects each. For example, describe a context in which a number of shares or a number of .roups can be expressed as 56 2 /. LTO: By 6une 301.# hen $i*en fi*e story pro"!ems the students i!! "e a"!e to mu!tip!y 17 "y 17 "y usin$ dra in$s or touch points ith '08 accuracy as $raded "y the teacher By 6une 301.# hen $i*en fi*e story pro"!ems the students i!! "e a"!e to di*ide 37 "y 17 "y usin$ ta!!y marks ith '08 accuracy as $raded "y the teacher STO: By 7ec 3013# hen $i*en fi*e pro"!ems the students i!! "e a"!e to mu!tip!y 17 "y 17 "y usin$ dra in$s or touch points ith '08 accuracy as $raded "y the teacher By 7ec 3013# hen $i*e fi*e pro"!ems the students i!! "e a"!e to di*ide 37 "y 17 usin$ ta!!y marks ith '08 accuracy as $raded "y the teacher LO: 9he students i!! "e a"!e to !isten to me e:p!ain ho to skip count "y .s 9he students i!! "e a"!e to ora!!y te!! me ho to skip count "y .s 9he students i!! "e a"!e to ora!!y e:p!ain ho they di*ided "y . School: Pine Creek Date:__________

HOT: 9he students i!! "e a"!e to so!*e di*ision pro"!ems 9he students i!! "e a"!e to e:p!ain ho they so!*ed di*ision pro"!ems Goals: 9he students i!! "e a"!e to skip count "y .s 9he students i!! "e a"!e to di*ide "y .s Behavioral expectations: ;espectfu!# ;esponsi"!e# and ;eady to <earn = >se S?PBS +B!ue P!an if minor and ;ed P!an if ma(or0 and c!assroom "eha*ior mana$ement system +Check marks on point card for "ein$ respectfu!# responsi"!e# and ready to !earn0 Outline of Lesson Materials Nee e : = ?hite"oards# erasers# markers = Ba!!s = Caterpi!!ar $ame !nticipator" Set: ?e i!! count "y .s as e thro a "a!! ?e i!! sin$ our .s son$ ?e i!! p!ay the caterpi!!ar $ame #ationale: Bein$ a"!e to di*ide "y four can he!p you hen you are "uyin$ items at the store or hen you ant to share thin$s ith your friends

$nput: On the %hite&oar I i!! demonstrate ho to di*ide "y . "y usin$ ta!!y marks @:A 13B. ?e start off "y dra in$ a "o: a"o*e the t e!*e. Co e are $oin$ to count "y four. @*ery time e count "y four e i!! p!ace one ta!!y in the "o:# unti! e $et to t e!*e. 9hen e i!! count up a!! of the ta!!y marks and that is our ans er +I i!! "e doin$ this on the hite"oard as I e:p!ain0. So four $oes into t e!*e# four +one ta!!y mark0# ei$ht +one ta!!y mark0# t e!*e +one ta!!y mark0. I $ot to t e!*e so no I need to add up a!! of the ta!!y marks# one# t o# and three. 9here are three ta!!y marks# so four $oes into t e!*e three times

Chec'ing for (n erstan ing: On the %hite&oar @:A 30B. Duestions I i!! askA ?hat do e do firstE ?hat do I p!ace in the "o:E ?hat num"er do I count up toE Fo many ta!!y marks do I ha*eE ?hat is my ans erE Gui e Practice: On the %hite&oar s I i!! put a mu!tip!ication pro"!em up on the "oard and the students i!! rite it out on their hite"oards. 9hen e i!! ta!k throu$h the pro"!em to$ether to so!*e it. @:A 15B. I i!! askA ?hat do e do firstE ?hat do I p!ace in the "o:E ?hat num"er do I count up toE Fo many ta!!y marks do I ha*eE ?hat is my ans erE =I i!! ha*e the students put the ans ers up on the "oard and ha*e them e:p!ain to the $roup ho they so!*ed the pro"!em $n epen ent Practice: On the %hite&oar s I put a mu!tip!ication pro"!em up on the "oard and the students i!! so!*e it and then e i!! ta!k throu$h it to$ether on the hite"oard @:A 3.B. Duestions I i!! askA ?hat do e do firstE ?hat do I p!ace in the "o:E Fo many ta!!y marks do I ha*eE ?hat is my ans erE =I i!! ha*e the students put the ans ers up on the "oard and ha*e them e:p!ain to the $roup ho they so!*ed the pro"!em =If time permits e i!! p!ay Closure: 9hank you for orkin$ hard today. Gou did a $reat (o" skip countin$ and di*idin$. )valuation: Tic'et Out The Door I i!! $i*e the students a pro"!em to so!*e "efore they can !ea*e