Grade 3 Math TEKS 3.5B:Multiplication and Division Problems

Learning Target: I can represent one-step division problems using arrays, strip diagrams, and equations.

Focuses On:

• Using arrays, strip diagrams, and equations to model division problems

Builds On:

2.6A:

Model, create, and describe contextual multiplication situations in which equivalent sets of concrete objects are joined

2.6B:

Model, create, and describe contextual division situations in which a set of concrete objects is separated into equivalent sets

Next Level:

4.4H:

Solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders

Read More:

This lesson is designed to support student understanding of division and build connections between strategies and equations. It helps students understand the idea of building equal groups (divisor) from the total number of items (dividend) and discovering the number of items in the group is the quotient. The lesson prompts students to think deeper about real-world problems and their connections to division.

The three instructional blocks in this lesson focus on arrays, strip diagrams and equations.  

In the first instructional block, arrays are used to model how the total number of objects can be divided by either rows or columns to find a missing value. 

The second instructional block focuses on strip diagrams. Students explore how the strip diagrams shows: the total amount, how the total can be divided into equal groups and the value of each part or how many groups there are.

The third instructional block focuses on writing and solving equations to solve division problems.

Scaffolds and supports such as pictorial representations and models are intentionally built throughout the lesson to support conceptual learning.  

Learning Target: I can represent one-step multiplication problems using arrays, strip diagrams, and equations.

Focuses On:

• Using models to represent math facts
• Building foundational strategies to use in more complex multiplication problems

Builds On:

2.6A:

Model, create, and describe contextual multiplication situations in which equivalent sets of concrete objects are joined

2.6B:

Model, create, and describe contextual division situations in which a set of concrete objects is separated into equivalent sets

Next Level:

4.4H:

Solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders

Read More:

This lesson is designed to build connections between strategies such as arrays, strip diagrams, and equations to solve multiplication problems.

In the first instructional block, arrays are used to model how the total number of objects can be found by organizing objects into rows and columns.

The second instructional block focuses on making multiplication visible through strip diagrams. Strip diagrams show how the equal groups represented in the diagram can be combined to make a total.

The third instructional block focuses on writing and solving equations to solve multiplication problems.

Scaffolds and supports such as pictorial representations and models are intentionally built throughout the lesson to support conceptual learning.  

Learning Target: I can represent and solve two-step multiplication and division problems using arrays, strip diagrams, and equations.

Focuses On:

• Understanding two-step problems
• Making connections between two step problems and a strip diagram, array, and equation

Builds On:

2.6A:

Model, create, and describe contextual multiplication situations in which equivalent sets of concrete objects are joined

2.6B:

Model, create, and describe contextual division situations in which a set of concrete objects is separated into equivalent sets

Next Level:

4.4H:

Solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders

Read More:

This lesson is designed to build conceptual understanding of two-step multiplication and division problems. It helps students understand the purpose of each step and connect to an equation.

The three instructional blocks in this lesson focus on arrays, strip diagrams and equations.  

In the first instructional block, arrays are used to model how the total number of objects can be divided by either rows or columns to find a missing value or how a total can be found by multiplying the rows and columns.

The second instructional block focuses on strip diagrams. Students explore how the strip diagrams shows: the total amount, how the total can be divided into equal groups and the value of each part or how many groups there are. Strip diagrams also help students visualize multiplication through looking at how the equal groups can be combined to find a total.

The third instructional block focuses on writing and solving equations to solve multiplication and division problems.

Scaffolds and supports such as pictorial representations and models are intentionally built throughout the lesson to support conceptual learning.