Grade 3
Lesson: 7-3
Reference to English
Finding Missing Numbers in a
Multiplication Table
Math Standard(s): 3.OA.6 also 3.OA.4, 3.OA.9
Domain: Operations and Algebraic Thinking
Content objective(s):
Language Objective(s):
Students will use multiplication tables to find answers to
Students will explain how they use they multiplication table to
division problems.
solve a division problem.
I can use multiplication tables to find answers to division
I can explain how to use a multiplication table to solve a division
problems.
problem.
Essential Understanding:
Required Academic Vocabulary for Word Wall:
Any division problem can be thought of as a multiplication fact
Listen: multiplication table
showing a missing factor. Then, an answer can be found using a Read:
multiplication table.
Write:
Speak:
Sentence Frame:
Materials:
Additional Lesson Vocabulary:
Apples, division, multiplication
 Whiteboards, erasers, markers
 Multiplication Table (Teaching Tool 9)
 Textbook – Guided and Independent Practice page 176
Lesson:
Instructional Time: 25 minutes
Opening: (3 minutes)
T: “You know how to use a multiplication table to find the product of two factors. Let’s review that really quickly.”
T: “What is a product?”
S: will respond, “a product is the answer to a multiplication problem….”
T: “Yes, a product is the answer to a multiplication problem.”
T: “What is a factor?”
S: will respond, “a factor is one part of a multiplication problem.”
T: “That is correct. A product is the answer and a factor is one part.”
T: “Today, you will learn to use a multiplication table to find answers to division problems. What is the difference between
multiplication and division?”
S: will answer, “makes groups bigger and division makes groups smaller.”
T: “Suppose you have 18 pencils that you want to put into groups of 3. If you want to find out how many groups you will have,
what operation could you use? Addition, subtraction, multiplication or division?
S: will respond, “division.”
Introduction to New Material (Direct Instruction): (4 minutes)
 Distribute the teaching tool 9 – multiplication table or project it on to the board using a doc cam.
 Pass out whiteboards, erasers and markers.
T: “Look at the multiplication table and use it to find 18 divided by 3. Work with your neighbor to help you solve.”
S: will work with their neighbor to solve 18 divided by 3.
T: “Please write the answer on your whiteboards.”
T: “Show me your boards.”
S: will show their boards.
T: “Look at the multiplication table. Find the number 3. Follow 3 down until you get to 18.”
T: “Now, move left until you get to the end of the table. That brings you to 6. So, 18 divided by 3 equals 6. Is that what you got
as your answer?”
S: will respond.
T: “What do you know about the meaning of division?”
S: will answer, “division means sharing.” Or “division can be repeated subtraction.”
T: “How can division be different from multiplication?”
S: will say, “division takes apart a total to make equal groups.” “Multiplication joins equal groups.”
Guided Practice: (6 minutes)
Use the modeling cycle:
Teacher Does:
T: “Now, let’s practice with a few more problems. I will write the problems on the board and I need you to help me use the
multiplication table to solve the problems.”
 Teacher will write 4 problems on the board – 18 divided by 6, 20 divided by 4, 15 divided by 3 and 30 divided by 5.
1 Students Does with Teacher:
T: “I need one student to come up and help me.”
T: “The first problem is 18 divided by 6. What should I do first?”
S: will respond, “go to the number 6.”
T: “My pointer is on the number 6, what do I do next?”
S: will respond, “go down from 6 until you get to 18.”
T: “I started on the number 6, moved down to 18. My pointer is on the number 18, what do I do next?”
S: will respond, “move left to the end of the chart.”
T: “I moved left from 18 and I landed on 3. What does that mean?”
S: will say, “18 divided by 6 equals 3.”
T: “Yes, 18 divided by 6 equals 3. I will write the number sentence under the problem.”
T: “Thank you for your help, please sit down.”
2 Students Do:
T: “Now, I need two students to come up and do the next problem for us.”
T: “Please use the multiplication table to solve 20 divided by 4.”
S: will use the multiplication table to solve the problem. They will verbalize each step. “Find 4,” “move down to 20,” move left to the
end,” “20 divided 4 equals 5.”
T: “Well done! Please sit down.”
All Students Do:
T: “There are 2 more problems on the board. I need you to work with your partner and solve the last two problems. Please
remember to tell your partner each step as you do it and write the answers on your board. You will have 4 minutes”
S: will solve the last 2 problems with their partner.
T: “You have one more minute.”
T: “Please show me your boards.”
 Solve the last 2 problems with the class and have the students check their answers.
T: “Please put your whiteboards and go to your desk.”
Independent Practice: (6 minutes)
T: “Please pull out your books to page 176. I want you to solve problems 1, 2, 3, 4, 8, 9, 10, 11, 12, 13, 14, 15, 16. Use the
multiplication table on page 177 to help you solve. You will have 5 minutes to finish.”
S: will solve the problems.
 Teacher will walk around and help the students as needed.
T: “You have 30 seconds left.”
T: “Please turn in your papers, grab your whiteboards and come sit on the carpet.”
Closing: (4 minutes)
T: “Let’s do one more problem together. I will read it and I need you to write down the important information as well as use the
multiplication to help you solve.”
T: “Mr. Baker had a basket of apples. He made 5 pies with the apples. He used 4 apples to make each pie. When he was done,
he had 3 apples left over. Before he started baking how many apples were in the basket?”
 Solve the problem step by step with the students.
Assessment:
Guided and Independent Practice problems 1, 2, 3, 4, 8, 9, 10, 11, 12, 13, 14, 15, 16.