Wichita falls ISD
Topic Planner
3rd Grade Math
Topic 7: Division Facts
Lessons 1 – 8
Time Frame: 10 days
Revised TEKS Check- Before the Chapter
Reteach/review GAP Alerts from last school year.
Students may not have experienced:
 Compose/decompose numbers to 1,200 as a sum of so many thousands, so many
hundreds, so many tens, and so many ones using concrete and pictorial models
 Use standard, word, and expanded form to represent numbers up to 1,200
 Generate a number that is greater than or less than a given whole number up to
1,200.
 Use place value to compare and order whole numbers to 1,200 using comparative
language, numbers and symbols
 Explain that the more fractional parts used to make a whole, the smaller the part; and
the fewer the fractional parts, the larger the part.
 Use concrete models to count fractional parts beyond one whole using words, and
recognize how many parts it takes to equal one whole.
 Recall basic facts to add and subtract within 20 with automaticity.
 Solve one-step and multistep word problems involving addition and subtraction
within 1,000 using a variety of strategies based on place value, including algorithms.
 Generate and solve problem situations for a given number sentence involving
addition and subtraction of whole numbers within 1,000.
 Use the understanding of place value to determine the number that is 10 or 100 more
or less than a given number up to 1,200.
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Objectives
Skills: The student will be able to…
Determine the unknown whole number in a multiplication or division equation
relating to three whole numbers when the unknown is either a missing factor or
product.
Recall facts to multiply up to 10 by 10 with automaticity and recall the
corresponding division facts.
Determine if a number is even or odd using divisibility rules.
Solve problems involving division within 100 using strategies based on objects;
pictorial models, including arrays and equal groups; properties of operations; or
recall of facts.
Apply mathematics to problems arising in everyday life, society, and the
workplace.
TEKS
2.2A, 2.2B, 2.2C, 2.2D,
2.3B, 2.3C, 2.4A, 2.4C, 2.4D
2.7B
TEKS
Readiness: 3.4K, 3.5B
Supporting: 3.4F, 3.4I, 3.4J,
3.5D
Process Skills: 3.1A, 3.1B,
3.1C, 3.1D, 3.1E, 3.1F, 3.1G
ELPS: 1F, 2C, 3D, 3E, 3F, 4G
Performance Indicators
By the end of the lesson the student will be able to…
Lesson 7-1: use arrays and fact families to relate multiplication and division.
Lesson 7-2: use a multiplication fact to solve a division problem.
Lesson 7-3: solve a division problem using multiplication.
Lesson 7-4: use a strip diagram and a multiplication fact to solve a division problem.
Lesson 7-5: connect the idea of numbers that can be separated into 2 equal groups, number that are dividable by 2,
and even numbers.
Wichita Falls ISD (2014-2015)
3M Topic 7
The Mathematical Process Standards must be incorporated into
instruction as appropriate throughout the school year.
1
revised 10/14/14
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Lesson 7-6: divide using 0 and 1.
Lesson 7-7: use a strip diagram and multiplication and division facts to solve a real-world problem.
Lesson 7-8: solve a two-step problem by first finding the answer to the hidden question and then using that answer
to solve.
Lesson Information
Activities
 Lone STAAR Rigorous Problem Solving+ must be consistently
used.
 THINK Framework must be incorporated into your problem
solving strategies:
T: Talk about the problem
H: How can it be solved?
I: Identify a strategy to solve the problem
N: Notice how your strategy helped you solve the problem
K: Keep thinking about the problem. Does it make sense? Is
there another way to solve it?
 Suggested strategy for problem solving: CUBES:
C: Circle the numbers
U: Underline the question
B: Box in key words
E: Eliminate what you DON’T need
S: Does your answer make sense?
Suggested Activities:
 Introduce Topic using Children’s Literature Suggestions: Cheetah
Math – Learning About Division from Baby Cheetahs by Ann
Whitehead Nagda; The Great Divide: A Mathematical Marathon
by Dayle Ann Dodds and Tracy Mitchell; A Remainder of One by
Elinor Pinczes and Bonnie Mackain, Divide and Ride by Stuart
Murphy and George Ulrich
Books on Even and Odd Numbers: One Odd Day—and—My Even
Day by Doris Fisher and Dani Sneed; The Odds Get Even! The Day
the Odd Numbers Went on Strike by Pamela Hill; Missing Mittens
by Stuart Murphy; If You Were an Even Number—and—If You
Were an Odd Number by Marcie Aboff
 Activities in enVisionMath 2.0
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Vocabulary
Dividend: is the number to be divided
Fact Family: a group of related facts using
the same numbers.
Quotient: the answer to a division
problem
Divisor: the number by which another
number is divided
Divisibility Rules: the rules that state
when a number can be divided by
another number without a remainder
Divisible: if a number can be divided by
another number without leaving a
remainder.
Odd number: a number that is not
divisible by 2
Even number: a number that is divisible
by 2
On-level and Advanced Activity Centers “Teamwork” pg 390A
On-level and Advanced Activity Centers “Teamwork” pg 395A
On-level and Advanced Activity Centers “Display the Digits” pg
407A
Math and Science STEM “River Erosion” pg 413A
On-level and Advanced Activity Center “Think Together” pg 419A
Math and Science STEM “The Colorado Plateau” pg 425 A
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Use raps, songs, foldables, flashcards and rhymes to help with
memorization of the facts. Use incentives to master the facts.
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Division Story Problems*
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Division Task Cards*
Division Word Problems Center*
Division “I Spy” Game*
Multiplication and Division Word Problems*
Wichita Falls ISD (2014-2015)
3M Topic 7
The Mathematical Process Standards must be incorporated into
instruction as appropriate throughout the school year.
2
revised 10/14/14
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Easter-themed Division Task Cards*
Arctic Even and Odd Number Activity Sheet*
Even and Odd Number Assessment*
Even and Odd Street Artwork
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At the End of the Unit: Review All Operations using word
problems. Suggestions: Begin by deciphering between addition
and subtraction, then multiplication and division, then all four
operations. Practice highlighting or circling code words or
problems, assigning a different color for each operation (ex: red –
addition, green – subtraction, etc). Study the Four Operations
Posters to gain understanding of code words. Cut apart
Operation Cards and sort the Guess the Operation Strips under
the correct operation. Play “Show me the Operation.” Make four
operation signs using index cards. (Addition/Sum/+;
Subtraction/Difference/-; Multiplication/Product/x;
Division/Quotient/÷). Show word problems to students and have
them hold up the correct operation card. Discuss why students
chose certain operations. Make up your own word problems
using students/ names from your classroom or use premade
questions.
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Additional Information
Materials/Resources
enVisionMath 2.0 textbook Teacher’s Edition pg 381A-442B
Topic 7 Parent Letter
Division using Multiplication from YouTube
Customizable Word Problems
http://www.math-aids.com/Word_Problems/
Multiplication and Division Camping Fact Families*
”Bright Ideas” Multiplication and Division Fact Family Cards*
Even and Odd Activities, Bulletin Board ideas, and Anchor Charts
More Even and Odd Activities, Bulletin Board ideas, and Anchor
Charts:
http://thelemonadestandteachers.blogspot.com/2012/10/evenand-odd-numbers-freebie.html
Even and Odd Anchor Chart Idea
Dinah Zike’s Big Book of Math
STAAR Ready Instruction**+
Measuring Up to the TEKS: STAAR Edition**
Motivation Math (2014 Edition)**
o Units 16, 19, 20, 21, 23, 25
Motivation Math**+
Countdown to the Math STAAR**+
STAAR Fast Focus**+
Supporting STAAR Achievement+
Plastic coins, paper money, spinners, dice, graph paper
STAAR Master**+
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Wichita Falls ISD (2014-2015)
3M Topic 7
Textbook Correlations:
enVisionMath 2.0 TE Volume 1B
enVisionMath 2.0 Student Interactive
Textbook
Lone STAAR Rigorous Problem Solving
Cluster 6 Set 54, Cluster 7 Set 64, Cluster
8 Set 74, Cluster 9 Set 84, Cluster 10 Set
94
Digital Resources: Today’s Challenge
Notes from Council
Two days are allocated in this topic for
re-teaching and assessment.
Combine foldables into Math Journals
Number lines can be used to show skip
counting, repeated subtraction, and
division.
Problem solving must be teacher-led and
taught step-by-step. This is a very
difficult concept to master and must be
taught and review throughout the year.
Send Home/School Connection Letter
home at the beginning of each topic.
This can be found in the Topic 1 folder
and the Teacher’s Resource Masters.
Incorporate Lone STAAR Rigorous
The Mathematical Process Standards must be incorporated into
instruction as appropriate throughout the school year.
3
revised 10/14/14
Problem Solving sets throughout the
topic as fits in your schedule at least 3
times a week.
*free download from Teachers Pay Teachers - A
free subscription is required for
www.teacherspayteachers.com in order to
download any material from TpT.
**availability depends on each campus
+ use items/activities aligned to the revised TEKS
Misconceptions/Underdeveloped Concepts
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Students confuse the code words and with operation to use
Students may stop too soon in multiple-step story problems
Make sure students understand that the divisibility rule is just an easy way to tell whether a number is divisible by 2
and therefore even. It is not a definition of divisible or an even number.
Parent Resources
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enVisionMath 2.0 Textbook
Download the free BouncePages app on your smartphone or tablet via your mobile app store. For Topic 7
scan the following pages with the visual learning icon: pg 386, 392, 398, 404, 410, 416, 422, and 428.
Mr. R’s World of Math and Science http://mathstory.com
http://www.khanacademy.org/
www.thinkthroughmath.com
www.xtramath.org
www.mathplayground.com
www.softschools.com
www.dad’sworksheets.com
www.poptropica.com
www.kidsmathgamesonline.com
www.brainpop.com
www.coolmath4kids.com
Wichita Falls ISD (2014-2015)
3M Topic 7
The Mathematical Process Standards must be incorporated into
instruction as appropriate throughout the school year.
4
revised 10/14/14