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U n t er r i ch t spl a n
Divid e Who l e Numb e rs Up To 2 0
Altersgruppe: 3 r d Gr ade
Virginia - Mathematics Standards of Learning (2009): 3 .5 , 3 .6
Virginia - Mathematics Standards of Learning (2016): 3 .4 .a, 3 .4 .b
Fairfax County Public Schools Program of Studies: 3 .5 .a.1, 3 .5 .a.2,
3 .6.a.2
Online-Ressourcen: R e c yc l i ng F ac t o r y
T eacher
present s
St udent s
pract ice
Class
discussion
Mat h
Worksheet
Pract ice
5
6
12
12
10
min
min
min
min
min
Opening
M at h Obj e c t i v e s
E x pe r i e nc e visual model of division
P r ac t i c e division as repeated subtraction
L e ar n division facts
De v e l o p algebra skills
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Ope ni ng | 5 min
A s k t h e s t u d e n t s the following question: Two children share 4 apples. If
the children divide the apples equally, how many apples does each child get?
How do you know?
Have them write their answers in their notebooks.
When the students have finished writing, they should share their answers.
S a y : Let’s draw 4 apples (optional – you can demonstrate it with 4 real
apples or 4 pieces of paper):
We want to divide 4 apples between 2 children, so we arrange 2 groups of
apples by starting two columns, and add an apple to each column until we run
out of apples:
The left column belongs to one of the children and the right column belongs
to the other.
Each child gets 2 apples.
The equation that represents this problem is: 4 ÷ 2 = 2.
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T e ac he r pr e se nt s M at h game : R e c yc l i ng F ac t o r y - Di v i de
up t o 20 | 6 min
Present Matific ’s episode R e c y c lin g F a c t o r y - Div id e u p t o 2 0 to the
class, using the projector.
This episode practices division for dividends in the range 0-20. You have to
find the quotient in a division number sentence. You can visualize the
operation by distributing bottles (the number of which coincides with the
dividend) into boxes (the number of which coincides with the divisor).
E x a m p le :
S a y : Please read the instructions at the bottom of the screen.
Students can read the instructions.
S a y : We have to divide 6 bottles into 3 equal groups and put them into
boxes.
We take 3 bottles from the stack and put them into the boxes. (When
dragging from the bottles to the conveyor, automatically the number of
bottles taken is the same as the number mount of boxes).
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E x a m p le :
S a y : T ake another 3 bottles from the bottle stack and put them into the
boxes.
E x a m p le :
S a y : Pay attention to the fact that there are no more bottles outside of the
boxes, which means that we finished dividing.
A s k the students for the answer.
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The answer is 2 because there are 2 bottles in each box.
The appropriate equation that represents it: 6 ÷ 3 = 2.
S t ude nt s pr ac t i c e M at h game : R e c yc l i ng F ac t o r y - Di v i de
up t o 20 | 12 min
Have students play R e c y c lin g F a c t o r y - Div id e u p t o 2 0 on their
personal devices. Circulate, answering questions as necessary.
Depending on time and skill level, students may also proceed to R e c y c lin g
F a c t o r y - Div id e u p t o 1 0 0 .
C l ass di sc ussi o n | 12 min
Discuss any problems the students had while working individually.
Ask the class for responses as to how they dealt with any common
problems their classmates raised.
S a y : Using bottles and boxes is a fantastic way to visualize division. Now
let’s see another division problem and try to find other ways of solving it.
A s k : 15 children met for a basketball tournament. They were divided into 3
different groups. How many children were in each group? How do you know?
Have the students solve it in their notebooks, and ask them to find more than
one technique of doing so. When they are done working, share.
Answers may vary. There are several options for solving this problem:
1. We draw a picture of 15 circles which represent the 15 children, and divide
them into 3 groups. Then we check how many children are in each group:
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As we can see, there are 5 children in each group.
2. We can use a number line. Display the following number line:
S a y : When we are dividing, one way of looking at it is as ‘repeat subtraction’.
Mark the 15 on the number line.
Because we know there are 3 groups, we start to subtract 3 from 15 (i.e. put
one kid in each group every subtraction) until no child is left without a group.
After 15 mark 12, 9, 6, 3 and 0. We subtracted 5 times so there are 5 children
in each group.
3. We can express this question by the next multiplication sentence: 3 × _ _ =
15, whereas the empty box note the number of children in each group.
Division is the inverse operation of multiplication (just as subtraction is the
inverse operation of addition).
The missing number is 5, so there are 5 children in each basketball group.
S a y : All of these methods represent, in different ways, the equation 15 ÷ 3 =
5.
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M at h W o r kshe e t P r ac t i c e : Di v i si o n - Up t o 100 | 10 min
Have the students work on the following worksheet: Div is io n - Up t o 1 0 0 .
Some students may be ready to advance to Div id in g w it h Un k n o w n s Un k n o w n Div is o r u p t o 1 0 0 and Div id in g w it h Un k n o w n s Un k n o w n Div id e n d u p t o 1 0 0 .
Circulate, answering questions as necessary.
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