Teacher: Jessica Campbell

Grade: 3
Content Area: Mathematics / Lesson 6.8
Lesson Standards

3.NBT.A.3 – Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 ×
60) using strategies based on place value and properties of operations.
3.OA.A.1 – Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5
groups of 7 objects each.
3.OA.A.3 – Use multiplication and division within 100 to solve word problems in situations involving
equal groups, arrays, and measured quantities, e.g., by using drawings and equations with a symbol for the
unknown number to represent the problem.
3.OA.A.4 – Determine the unknown whole number in a multiplication or division equation relating three
whole numbers.
3.OA.B.6 – Understand division as an unknown-factor problem.
3.OA.C.7 – Fluently multiply and divide within 100, using strategies such as the relationship between
multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 =8) or properties of
operations.
3.OA.D.9 – Identify arithmetic patterns (including patterns in the addition table or multiplication table)
and explain them using properties of operations.
Prerequisites
Students have knowledge of the topics previously covered, in 6.1-6.7, in their Go Math workbooks.
Students are familiar with related facts, or “turn-around” facts, from previous lessons.
Essential Question
How can you write a set of related multiplication and division facts?
Materials and Equipment
Smart Board – to project pages 345-348 in the Go Math Chapter 6 Student Edition.
Think Central – website to access the Go Math text.
Pencil/Pen – to complete the workbook pages.
Observation record – to maintain documentation of student understanding.
Go Math Student Edition – for the students to access the workbook pages.
Kahoot game – provides a fun group activity as a wrap-up. https://play.kahoot.it/#/?quizId=63021972-
e749-4b54-ad80-ad0244160e40
Student Laptops – for students to answer questions during the Kahoot game.
Instructional Objective

Students will know that multiplication and division are inverse operations and be able to understand
related multiplication and division facts.
Before Instructional Procedures
To begin the lesson, I will ask the students if they know what an inverse operation is. I will give them a
moment to consider the question, repeating it again if necessary. After a minute or so, I will call on
students who raise their hands to tell me what they think an inverse operation is. After a couple of students
share their thoughts, I will provide them with an example to see if it sparks anymore thoughts. “Addition
and subtraction are inverse operations; multiplication and division are inverse operations.” Relating this
topic to previous knowledge of addition and subtraction will help students make a connection. I will call
on a couple more students to share their thoughts on inverse operations. After which, I will inform the
students of a simple definition, “inverse means opposite; subtraction is the opposite of addition and
division is the opposite of multiplication; they undo each other.” This will open to the topic of related facts
since multiplication and division are related.

I will have the students take out their Go Math workbooks to page 345 while I pull up the same page on
the Smart Board. I will read the essential question, “How can you write a set of related multiplication and
division facts?” Then, I will open discussion by asking the students, “what are related facts?”
During Instructional Procedures
The students will come up and sit on the large rug in front of the Smart Board. Once there, we will work
through the “Unlock the Problem” section on page 345, as a class. We will take this time to go through
each problem slowly and thoroughly, answering any student questions as they arise.

Once we complete the section as a class and students don’t have anymore questions, they will be
instructed to take their workbooks to a spot around the classroom to work individually on problems 1-5 in
the “Share and Show” section. When they complete the problems, they will raise their hand and give me a
thumbs up. This shows me that they are ready to be checked. I will make a note of who is having trouble
with the problems. I will provide clarification to any student who needs it during this time. This will begin
to give me an idea of how the students are grasping the objective and inform small group instruction.

Once everyone has been checked, the students will go back to their seats with their workbook and we will
go through the problems as a class. I will call on students to write their answers on the Smart Board.
Students will use this time to make any corrections and ask for further clarification, if needed.

Students will then be asked to find a partner to work on the next section on page 347. If necessary, I will
decide on partners. At this time, I will be taking a small group to work with me – these students will be
those who I noted had difficulty with the previous section during individual work, and/or students who
demonstrate a need for more individualized instruction.

After approximately ten minutes, students will go back to their seats with their workbooks. We will go
through the questions just completed as a class. Once again, I will call on students to write their answers
on the board. Students will use this time to make any corrections and ask for further clarification, if
needed. Then the students will come sit on the rug in front of the Smart Board and we will work through
problems 17-19 together, with active engagement from the students.

To close the lesson, students will be asked to go back to their seats and complete problem 20 individually.
They will raise their hand and give me a thumbs up when they have it completed. I will make a note of
who is having difficulty with the question; it will help inform small groups during the next lesson. Once
the question is completed, they can put their Go Math workbooks away.
After Instructional Procedures
To finish up the lesson, I will ask students, “how can you write a set of related multiplication and division
facts?” Students will turn and talk to the person next to them. After discussing their responses, I will ask,
“what is an inverse operation?” Again, students will turn and talk to the person next to them, prompting
class discussion.

If there is time, I will separate the students into four or five groups to play a game of Kahoot as a wrap-up.
Each group will receive a laptop to answer questions related to the lesson. The questions will be displayed
on the Smart Board. If any group selects the wrong answer, we will go through it as a class to ensure
everyone understands why it is incorrect and how to attain the correct response. This provides students a
fun group activity where they can apply the knowledge gained from the lesson.
Accommodations or Modifications needed for students with disabilities or ESOL (Per Section 504
Accommodation Plans)
Preferential seating for students who need to be closer to the front of the classroom/the teacher.
I will have students repeat directions back to me before working individually or with a partner.
Guided instruction and modeling are provided by going over the questions as a group on the Smart Board
before completing work individually.
Reading the questions aloud and explaining them, provides exposure to the problem for students who have
difficulty reading and comprehending the questions themselves.
Completing the pages in sections, as well as moving around the classroom, allows students a short break
and time to refocus attention.

Differentiation
Small groups during partner work allows for more individualized attention for students who need support
to meet the objective.
The option to work with a partner allows students to collaborate and discuss the lesson. This will also
provide support for students who need assistance meeting the objective.
Going through the pages, section by section, allows students who need further clarification to have their
questions addressed.
Assessment of Goals and Objectives
Observation – I will be walking around the room observing the students as they work. This will help me
assess who is having difficulty and who is meeting the objective.
Observation w/ notes – I will jot down quick notes during the small group work at the side table. This will
help me track whether students are meeting the objective. I will make a note of who had difficulty
answering question 20; this will help decide small groups during the next lesson. Also, I will make a note
of students who continually expressed confusion with the topic, informing small group instruction.