##
* *Reflection: Connection to Prior Knowledge
Grandma's Cookie Production Company - Section 1: Warm-Up

I chose multiplication as my warm up for this division lesson because one of my overarching objectives in teaching division is to make a connection to multiplication. While we, as adults, readily see the connection between multiplication and division, younger children – my third grade students for example – usually don’t. Their initial development of division understanding generally starts with seeing it as “separate” from other operations.

In using the pictures of arrays for a multiplication game, the students are actually describing the division as well when they are looking at the groups the whole is made up of. I think this is a perfect transition game to use when moving from multiplication to its relationship with division.

*Why Multiplication?*

*Connection to Prior Knowledge: Why Multiplication?*

# Grandma's Cookie Production Company

Lesson 3 of 13

## Objective: Students will be able to use the concept that the division sign means "put into sets of" and solve problems by predicting the number of sets from skip counting.

## Big Idea: Children need to understand the two types of division, sharing and measuring/grouping. This lesson will allow them to explore strategies to solve for quotients using manipulatives.

*70 minutes*

#### Warm-Up

*20 min*

To warm the students up for a our math lesson, I have chosen a new math game called "I Have, Who Has. This game is similar to the "I Have, Who Has" multiplication game that my students enjoy, but using arrays instead of multiplication facts. I made this choice deliberately, as the students really need to be versed in multiplication and division being operations that are linked together. I think that the use of arrays is ideal for this development.

I am hoping that through today's lesson, many students will begin to understand that using their knowledge of equal groups in multiplication can help them solve division problems, as division essentially "undoes" multiplication.

#### Resources

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#### Mini-Lesson

*10 min*

My class has already heard and done an activity using the book "When the Doorbell Rang" by Pat Hutchins. The students worked in that lesson to figure out how many cookies each number of visitors would get, assuming the total number cookies changes from that of the books.

Today, I want to have them work as a "Production Company" for Grandma's Famous Cookies. In this lesson, the students will be given different total numbers of cookies needed to be produced, based on the number of orders placed.

I gather the students to the common area and we review what happened in the book, as more and more visitors came. The book ends with Grandma showing up with a huge tray of cookies, but the author doesn't tell us how many are on the tray. This is where I will give them the idea of a cookie production company.

I know that many of my students are counting out by ones, or dealing, in order to make equal groups. Others are using skip counting or known multiplication problems to divide. This is fine, as the activity provides access/practice for all methods.

*Students, I think we need a Production Company for Grandma's Cookies! I think the grandchildren could sell sets, or packages, of these cookies. Our task today will be to help them create packages for the number of orders each day. *

Here, ask this question to get the students ready to think about the task.

*What do we know about the number of items in a package? *(They have equal number of items in each.)

*Let's use these cubes as representations of cookies and these paper cups as the packages. What if we sell the cookies 5 per package?*

*How many cookies would we need to fill an order of 3 packages? *Model the sorting and then the idea of using equal groups.

*How many packages could we make if we had 25 cookies made already? *Again, model the sorting and then the idea of using equal groups.

Pass out the "order" sheet and explain the task for the partners.

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#### Active Engagement

*25 min*

As I send students off, I make sure they are working with partners with like, or close to, understanding of division concepts based on the journal entries from the prior lesson. I included five different strategy examples in the Reflection: How to Choose.

I have everyone begin with the same task, as I want to make sure that everyone has a deep understanding of each step. It is easy as teachers, at times, to think that if a student answers something correctly, that they understand the concept.

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#### Sharing and Closure

*15 min*

I ask students to assume that cookies are packaged 6 to a bag. I then ask them to write a story about their family ordering some cookies from Grandma. I will leave it as open as that and ask the students to later share what they wrote.

In doing this, the lesson is brought to a close with me knowing that the students can apply today's work to a real world concept…their family placing an order that will allow everyone to get the equal amount of cookies.

When the students share with one another, their discussion about whether they agree or disagree with the stories will be another way for me to check understanding.

#### Resources

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- UNIT 1: Developing Mathematical Practices
- UNIT 2: Understanding Multiplication
- UNIT 3: Using Multiplication to Find Area
- UNIT 4: Understanding Division
- UNIT 5: Introduction To Fractions
- UNIT 6: Unit Fractions
- UNIT 7: Fractions: More Than A Whole
- UNIT 8: Comparing Fractions
- UNIT 9: Place Value
- UNIT 10: Fluency to Automoticity
- UNIT 11: Going Batty Over Measurement and Geometry
- UNIT 12: Review Activities

- LESSON 1: Using Journaling to Create Lessons
- LESSON 2: What is Division
- LESSON 3: Grandma's Cookie Production Company
- LESSON 4: Is It Multiplication or Division?
- LESSON 5: Grouping or Sharing?
- LESSON 6: Division by Sharing Vs. Grouping (Day 2)
- LESSON 7: Sharing vs. Grouping Engagement Lesson 1
- LESSON 8: Sharing vs. Grouping Engagement Lesson 2
- LESSON 9: Sharing Maybe?
- LESSON 10: ÷ Represents "Put Into Groups of"
- LESSON 11: Explaining Thinking in a Journal
- LESSON 12: Using Multiplication to Solve Division Stories
- LESSON 13: The Multiplication - Division Relationship