One student is always seated to my left (right in image) and his chair has a kick band around it to help him relieve his wiggles while staying focused.

3.OA.A.2

3.OA.B.6

Discuss equal and unequal groupings (referring back to our previous lesson on even and odd)

Review vocabulary: multiplication, factor, product, array

Have students think-pair-share to create group definitions

Model the fish tank problem, stopping to show my thinking, referring back to the image of the fish tanks.

Ask "How can the picture of the fish tanks help me understand the problem?"

Think-pair-share

Students complete the apple problem in partners. We come together as a group to discuss, showcasing student work.

Students complete "Try it another Way" in their partners. We come together to discuss the factor 3 in both problems. Students are expected to understand the difference between 3 groups of 7 (3 rows) and 5 groups of 3 (columns.)

Class discussion time with individual think time between each follow-up question.

Was Travis correct in his thinking?

What was Travis thinking?

Draw, write, model, and/or explain thinking on individual papers following discussion.

Give time for online learning on the i-Ready platform. Circulate and call over individual students to reteach skills and go over misconceptions observed.

Students can choose to use manipulatives, models, words, and drawings to create their problem.

Each individual or small group will have a chance to showcase their work.

The product of ____x___ is _____

My partner and I think ____________

Hands-on activity: Put out 12 counters and write the equation 12/2 and ask 2 students to take turns grabbing a tile. Discuss what happened? What is the 12 representative of (total, dividend)? the 2 (groups, divisor)? What would the quotient be (6, how many in each group)? After discussing, create a poster of this information to live on our board.

Have students draw a picture of 15 balloons. Write the equation 15/3 on the board. "How can our drawing of 15 balloons help us find the quotient?" (hopeful response is we can circle 3 groups or circle groups of 3)

Students should write a 1-2 sentence reflection on what we discuss.

What do you notice about the picture? What do you wonder? (there are 4 pails. are they empty? there are 12 shells? who are she shells for? will we put them in pails? how many will fit?)

Solve the pail problem step by step together.

Solve the oranges problem in partners.

How was the orange problem the same/ different than the pail problem?

Independently complete "try it another way" problems 11 and 12 as a way of connecting prior skills (making arrays) and current information (division.)

Compare how David and Mitch divide the pears they bought differently. Create a Venn Diagram in groups of 2-3 to share out. Use a variety of models, pictures, numbers, words, equations, materials. Each group will share and the other group can ask clarifying questions.

Before completing, come up with a point scoring system by asking the students what they think needs to be evident to show mastery and understanding.

I have ___groups of ___ in each.

The quotient of ____/_____ is _____

My group/partner and I think _______

I notice ____. I wonder _____?

This will engage students and bring together their knowledge from the past two lessons.

We will focus in on the question "How do multiplication and division use equal groups?"

Each problem will explore an image/array/story problem that students may typically associate with multiplication, but will have a missing "group" or "each" which will in turn make students use division. Some problems will do just the opposite.

By the end of this lesson students should be flexibly using multiplication and division.

I will circulate and ask probing questions such as "Why did you chose to divide?" "What made you decide to multiply?" "How did this array, urge you to solve the story problem?"etc

Chose 2-3 problems where students got to the answer in different ways. Discuss how each way found the correct answer. Was one more efficient or could either work?

Possible solutions being multiplication, division, arrays, skip counting, drawing a picture, number line hopping, etc.

Upon completion, students will present their work and field 2 questions from their classmates.