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U n t er r i ch t spl a n
Divid e int o Eq ual Share s
Altersgruppe: 3 r d Gr ade
Virginia - Mathematics Standards of Learning (2009): 3 .5
Virginia - Mathematics Standards of Learning (2016): 3 .4 .a
Fairfax County Public Schools Program of Studies: 3 .5 .a.1, 3 .5 .a.2
Online-Ressourcen: T he M o nst e r ’ s S har e
Opening
T eacher
present s
St udent s
pract ice
Class
discussion
Mat h
Pract ice
Closing
5
10
12
12
5
3
min
min
min
min
min
min
M at h Obj e c t i v e s
E x pe r i e nc e distributing objects equally into two or three
shares
P r ac t i c e comparing quantities
L e ar n partitive division
De v e l o p strategies for distributing objects equally
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Ope ni ng | 5 min
S ay : Janet and Tameeka each have 6 stickers. How many stickers
do they have altogether?
Together, they have 12 stickers.
S ay : Paul and Ned each have 7 pencils. How many pencils do they
have altogether?
Together, they have 14 pencils.
S ay : Elana, Greg, and Lucy each have 8 pens. How many pens do they
have altogether?
Together, they have 24 pens.
A sk : How are you solving these problems? What operations could
we use?
We could use addition or multiplication.
S ay : Let’s consider the problem where 3 people each have 8 pens.
What is the addition problem that we use to get to our answer?
We add 8 plus 8 plus 8 to get 24 pens.
S ay : We could also use multiplication. What is the multiplication
problem that we could use when we are solving the problem where
3 people each have 8 pens?
We could multiply 3 by 8 to get 24 pens.
S ay : In the problems we just talked about, we could solve them with
repeated addition or with multiplication. Today, we’re going to look
at the opposite situation. We will investigate how to divide fruit up
equally among a few monsters so that everyone gets an equal
portion.
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T e ac he r pr e se nt s M at h game : T he M o nst e r ’ s S har e Di v i de by 2 and 3 | 10 min
Using Preset Mode, present Matific ’s T he M o nst e r ’ s S har e Di v i de by 2 and 3 episode to the class, using the projector.
The goal of the episode is to practice partitive division by dividing pieces of
fruit into 2 or 3 equal shares. The student is asked only to divide the fruit
equally; she is not asked the size of each share.
S ay : Please read the instructions.
The instructions say, “Divide the fruit equally between all the
monsters.”
A sk : How many pieces of fruit are there on the platter?
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There are 6 pieces of fruit.
A sk : How many monsters are there to share the fruit?
There are 2 monsters.
A sk : What can we do to ensure that every monster gets an equal
portion?
We can give one piece of fruit to the monster on the left and then
one piece of fruit to the monster on the right. We repeat this
process, giving one piece to each monster, until the platter is
empty.
Move the fruit as the students suggest and click
.
If the answer is correct, the episode will proceed to the next problem.
If the answer is incorrect, the number of pieces of fruit will appear over each
monster and the monster who did not get its fair share will say so.
The episode will present a total of three problems. For the second
two problems, there will be three monsters instead of two.
S t ude nt s pr ac t i c e M at h game : T he M o nst e r ’ s S har e Di v i de by 2 and 3 | 12 min
Have the students play T he M o nst e r ’ s S har e - Di v i de by 2
and 3 on their personal devices. Circulate, answering questions as
necessary.
C l ass di sc ussi o n | 12 min
Divide the students into pairs. To each pair, distribute 15 counters.
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Ask each pair to determine which numbers from 1 to 15 can be
divided into 2 equal groups (without breaking a counter into parts).
Then they should repeat their work to determine which numbers
from 1 to 15 can be divided into 3 equal groups.
Display the following instructions:
1. Start with 1 counter.
2. Can it be divided into 2 equal groups? If so, write down the number 1.
3. Add a counter and repeat. Can 2 counters be divided into 2 equal groups?
What about 3? 4? Continue the process, adding one counter each time, until
you have reached 15 counters. Write down all numbers that can be divided
into 2 equal groups (without breaking a counter).
4. Repeat the process but divide into 3 equal groups this time. Can 1 counter
be divided into 3 equal groups? What about 2? 3? 4? Continue the process,
adding one counter each time, until you have reached 15 counters. Write
down all numbers that can be divided into 3 equal groups (without breaking a
counter).
When the students are done working, share. A sk : Which numbers
can we divide into 2 equal groups without breaking a counter?
We can divide 2, 4, 6, 8, 10, 12, and 14 counters into 2 equal
groups.
A sk : What do you notice about the numbers that can be divided into
2 equal groups?
They are all even. In fact, every even number between 1 and 15
can be divided into 2 equal groups.
A sk : Which numbers can we divide into 3 equal groups without
breaking a counter?
We can divide 3, 6, 9, 12, and 15 counters into 3 equal groups.
A sk : What do you notice about the numbers that can be divided into
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3 equal groups?
They alternate odd and even. When we skip count by threes, we
say these numbers.
M at h P r ac t i c e : Di v i de i nt o E q ual S har e s W o r kshe e t | 5 min
Keep the students in pairs. Hand each pair five additional counters.
Ask each pair to pick a number between 1 and 20.
Ask them to determine if their number can be divided into 4 equal
groups without breaking a counter.
When the students are done, ask them if anyone found a number that
could be divided into 4 equal groups, and if so, what the number
was.
Write all the numbers that the students discovered on the board.
A sk : What do you notice about the numbers that can be divided into
4 equal groups?
They are all even. When we skip count by fours, we say these
numbers.
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C l o si ng | 3 min
Display the following numbers:
A sk : Which numbers can be divided into 2 equal groups (where the
shares are whole numbers)? How do you know?
The numbers 10, 8, and 12 can all be divided into 2 equal groups.
Even numbers can be divided into 2 equal groups, and those are
the only even numbers in the list.
S ay : Suppose Alan has 6 stickers and Maria has 2 stickers. Alan
wants to give Maria stickers so that they both have the same
number. How many stickers should Alan give Maria? How do you
know?
Alan should give Maria 2 stickers. Explanations may vary. Some
students may imagine dealing out one sticker at a time from Alan
to Maria until they see that both people have 4 stickers. Others
may realize that there are 8 stickers altogether, so each person
must get 4 stickers in order for it to be equal. Others may see
that the difference between 6 and 2 is 4, so half of the difference
is what Alan needs to give Maria.
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