## Division Problems 3 - Section 3: Independent Work

# Division with Models

Lesson 1 of 8

## Objective: SWBAT use a picture model to solve real world division problems around them.

*50 minutes*

#### Intro

*15 min*

*We are going to go over the way we divide, but I want you each to think about the way you would tell a new friend about division. *

*Turn to your partner and pretend they know nothing about division. How would you tell them about division? What would you say if they got confused. Tell them what it means.*

After students share I invite groups up to write their definitions on the board and explain it to their classmates. I think it is very important for students to share their thinking with one another so it helps other students’ better grasp the concept in “kid friendly” terms (MP3)

*expand content*

#### Quick Check

*5 min*

*I have 20 pencils here in my hand and I want to divide them between all of you on the carpet. Take a minute to think about whether or not they will be divided equally between all of you. *

Students share their responses on how they arrive at their answer.

#### Resources

*expand content*

#### Independent Work

*25 min*

*I have a lot of division problems that I was thinking that I need your help with today! You’re going to have to use each other’s definitions of division to help you problem solve and find a solution to the problems we have! *

While students are working independently it's important to be circulating the room and leaning in asking students questions about their work. I pull my on-the-spot data from the work the students are doing at that time. Problems I am looking for: students who are multiplying, adding or subtracting, students who can not explain what the problem is asking them to do and students who can not create a model to match the problem. If the problem can be easily corrected with some 1on1 time and work with me, I work with the student at their table. Sometimes the amount of students or the degree of the misconception or misunderstanding would warrant pulling a small group.

*expand content*

#### Close

*5 min*

*Now who can tell me about the work you did today? What were you doing to solve your problems? Which tools worked best for you? *

I want students to be aware of the tools they select to solve problems, how and why they use them (MP5), as well as the primary objective of the lesson - what it means to divide things into groups.

**Standards for Mathematical Practice: MP5 - Use appropriate tools strategically.**

**Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations.**

*expand content*

##### Similar Lessons

###### Naming Arrays

*Favorites(13)*

*Resources(16)*

Environment: Suburban

###### African Amphibians - Review Multiplying by Ones & Twos While Learning Fun Facts About Frogs

*Favorites(15)*

*Resources(14)*

Environment: Urban

###### Multiplication Models and Structure

*Favorites(5)*

*Resources(15)*

Environment: Urban

- UNIT 1: Crazy About Fractions
- UNIT 2: Sharing Equally with Division
- UNIT 3: The Relationship Between Multiplication and Division
- UNIT 4: Number Lines
- UNIT 5: Multiply or Divide with Word Problems
- UNIT 6: Telling Time
- UNIT 7: Problem Solving
- UNIT 8: 2-Digit by 1-Digit Multiplication
- UNIT 9: Measurement and Data
- UNIT 10: Math in the Real World
- UNIT 11: More Problem Solving Practice
- UNIT 12: Addition & Subtraction
- UNIT 13: 3rd Grade Expectations
- UNIT 14: Geometry
- UNIT 15: Surveys and Graphing
- UNIT 16: Fun with Multiplying and Dividing

- LESSON 1: Division with Models
- LESSON 2: Shake It Up Multiplication
- LESSON 3: Multiplication War (Day 1)
- LESSON 4: Multiplication War (Day 2)
- LESSON 5: Multiplication Storyboards
- LESSON 6: Teach Me About Multiplication
- LESSON 7: Teach Me About Division
- LESSON 8: Patterns in a Table