CCSS 3.OA.2
Interpret whole-number quotients of whole numbers, e.g., interpret 56÷8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each.
We are currently working on division problem solving. We understanding equations, fact families, and have a surface level understanding of the relationship between multiplication and division. I am looking forward to a lesson of this nature that takes the students understanding to a deeper level. The word problem gives the students an opportunity to find connections between numbers and how they relate to one another within the concepts of multiplication and division.
The problem: Samantha has _____ apples. If she puts _____ apples in each pie, how many pies can she make? (78,6) (108, 6) (216, 6) (432, 12)
Aspects of the lesson I appreciate:
There are questions listed that help the students begin to of predict what the answer might be without requiring one exact answer at the beginning of new understanding. The lesson encourages partner talk and sharing. The key questions ask for additional possible solutions which encourages continued thinking and not just one way of finding a correct answer. There are also questions suggestions for students who are struggling. Finally, the author of this lesson reminders the teacher of key ideas to emphasize and ideas for using formative assessment to plan the next lesson.
Interpret whole-number quotients of whole numbers, e.g., interpret 56÷8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each.
We are currently working on division problem solving. We understanding equations, fact families, and have a surface level understanding of the relationship between multiplication and division. I am looking forward to a lesson of this nature that takes the students understanding to a deeper level. The word problem gives the students an opportunity to find connections between numbers and how they relate to one another within the concepts of multiplication and division.
The problem: Samantha has _____ apples. If she puts _____ apples in each pie, how many pies can she make? (78,6) (108, 6) (216, 6) (432, 12)
Aspects of the lesson I appreciate:
There are questions listed that help the students begin to of predict what the answer might be without requiring one exact answer at the beginning of new understanding. The lesson encourages partner talk and sharing. The key questions ask for additional possible solutions which encourages continued thinking and not just one way of finding a correct answer. There are also questions suggestions for students who are struggling. Finally, the author of this lesson reminders the teacher of key ideas to emphasize and ideas for using formative assessment to plan the next lesson.