MTH 222-01 & -02 Fall 2015 Name: Heather Ferris

Tutoring - Lesson Plan III

Mathematical Topic Being Explored: Concept of Division and Multiplication

Student Mathematical Learning Goal:

I can represent and solve measurement division and multiplication equal groupings problems
by using arrays to show that groups of equal quantities are being formed in related ways.

CCSSM Content Standards Addressed by the Learning Goal:

CCSS.MATH.CONTENT.3.OA.A.3
Use multiplication and division within 100 to solve word problems in situations
involving equal groups, arrays, and measurement quantities, e.g., by using drawings
and equations with a symbol for the unknown number to represent the problem.

Justification for Learning Goal:

In the previous sessions Michael has shown that he understands the concept of
division and multiplication very well. We have worked a lot on partitive division and he
likes to solve his problems through repeated subtraction instead of showing his work
through pictures. I have been doing more activities that make him draw out his
answer. In this learning goal I am hoping to work more on measurement division and
multiplication equal grouping so that he can have a good understanding on both
types of problems and really see how the two relate to one another. I am also having
him focus on solving the problems with using arrays because he seemed to think
through the problems more when he actually had to physically draw out a picture to
show his work.

Materials Needed:
Memory playing cards (problems and answers)
Extra blank cards
Division worksheets
Blank paper for writing arrays on

Lesson
I will start out my lesson with activity 3- the division puzzle worksheets because it is engaging
and will get the student thinking about the concept of division through multiplication. Then
once his finishes the worksheets we will be able to go into the game. The kids look forward to
playing games so that should keep him focused on finishing the worksheets first. Once he is
engaged in the game and is understanding what is being shown, I will ask him to do the
writing activity. Once that is done, we will add his cards into the game so that he can be
excited about his work being added to the game and we will play a few more times depending
on how much time is left.

Activity 1 Writing Activity

Writing Activity
In this activity Michael will be asked to make playing cards with a measurement
division problem on one, and the answer (in the form of an array) on the other.
He will have to construct no more than two of these pairs of cards and the
second pair will be of a multiplication equal groupings problem. This will show,

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MTH 222-01 & -02 Fall 2015 Tutoring - Lesson Plan III 2

both in words and in drawings, his understanding of measurement division and

multiplication problems through the form of arrays.

Activity 1 Modifications & Extensions

Modification If this activity is too challenging for the student, or if he just doesnt
seem very engaged, then I will give him the option of having me write the cards
out, however he will still have to come up with the problem on his own. Another
way I could make the activity easier is I would offer to write another problem out on
my own and explain to him how I got the answer I did. This way he can see it being
demonstrated and he would have a better understanding of how to do it himself.

Extension If this activity is too simple for the student, I will have him write out a
few more problems and maybe ask him to solve them in an additional way. For
example if he solved it in an array like the previous ones, maybe I would ask him to
also solve it using repeated subtraction or even skip counting.

Activity 2 Activity of Choice

Title of Activity
Memory Game

Activity Description
In this activity the student and I will take the cards that we made in the writing
activity and play memory with them. There will be two sets of cards, one set will be
measurement division problems and the other set will be the answer to those
problems in the form of arrays. We will have all the separate problem and answers
cards mixed up and turned upside down so that you cant see what is on them.
Each turn the person who is up will have to flip a measurement division problem
over and try to find the answer card that is its match. Once a match is found, the
student will be asked to write a different array that shows the same answer. This
shows that there are many different ways to make an array that best suites the
problems given.

Activity 2 Modifications & Extensions

Modification If the activity seems to be too challenging for the student I will ask
them to work with the strategy they know best. For example arrays may not be the
easiest for the student, in this case I will have him solve the problem with either
repeated subtraction or skip counting to get his answer. Then once he is able to
solve it, I can work with him on making it into an array so that he sees where we
got all the numbers from.

Extension If this activity is too easy for the student, after he makes a match, I will
ask him to solve the measurement division problem using a different strategy other
than using an array. That way it will make the student think deeper about how the
problem is being solved and why the answer is what it is.

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MTH 222-01 & -02 Fall 2015 Tutoring - Lesson Plan III 3

Activity 3 Activity of Choice

Title of Activity
Division Math Puzzles

Activity Description
In this activity the student will be given a variety of worksheets with
mathematical puzzles on them. In this puzzle there is a number with a star next
to it, this number is considered the answer. All the numbers surrounding this
number are possible factors for the problem. The student will need to find
numbers that are connected, that when they are multiplied, they equal the
starred number. For example if the starred number is 18 and within the
surrounding numbers there is a 3 and a 6 that are touching, then those are the
numbers you will need to highlight because if you multiply 3 and 6 that gives
you 18. After the worksheet is complete, the student will go back through and
draw out arrays to show the problem in a visual representation.

Justification for Activity:

I really believe that this activity will help the student see just how closely
division and multiplication problems are related. Also in having the student go
back through and make arrays to show the different problems, I think that will
really help make the connections between the similar problems and show a
better understanding of how to explain why the student got that answer.

Activity 3 Modifications & Extensions

Modification If this activity is too challenging for the student to see the
connections then I will walk through it step by step with them. I will work backwards
and ask what number multiplied by what number equals this number. If the
student can then give me that answer then I will follow it with what number divides
into this number bank amount of times.
Example: The numbers are 3, 4, and 12. I would work backwards and say what
times 3 equals 12. They will give me their answer: 4. Then I would say, how many
times does 4 divide into 12? and the student will hopefully be able to tell me, 3.

Extension If the activity is too simple for the student then I would have him make
up a few puzzles on his own. In doing this it makes him think deeper about what
numbers need to be used and where they must be located in order to work.
Sometimes making a puzzle yourself is more difficult because nothing is given to
you and you must come up with it all on your own.

Attachments
Division worksheets
Picture of memory game cards

Revised 9-23-15 (NKM)