Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 49479
Giddy Up, Round Up: Relating Division to Multiplication
In this lesson, students will learn to solve division problems by relating them to multiplication facts. Practice materials focus on the 6's and 8's
multiplication facts.
Subject(s): Mathematics
Grade Level(s): 3
Intended Audience: Educators
Suggested Technology: LCD Projector, Microphones
Instructional Time: 2 Hour(s)
Freely Available: Yes
Keywords: division, multiplication, equal groups, divide, multiply, fact family
Instructional Design Framework(s): Learning Cycle (e.g., 5E)
Resource Collection: CPALMS Lesson Plan Development Initiative
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
The students will be able to:
1. determine an unknown whole number in a multiplication or division equation by relating three whole numbers (i.e. 5 x ? = 15).
2. answer multiplication and division problems correctly, relating the answer to related facts.
3. define the terms product, factor, divisor, and quotient.
4. identify different ways to solve for a missing number in a multiplication or division equation (ex. forming different groups, relating it to a fact family).
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should:
recognize addition and subtraction as inverse operations (that they "undo" each other).
be able to skip-count by 2's, 3's, and 5's.
recognize multiplication as repeated addition.
recognize the difference between groups and how many are in a group.
Guiding Questions: What are the guiding questions for this lesson?
How can you find an unknown number in a multiplication or division problem?
What does this number represent in our picture?
How can you relate multiplication to division? (They undo each other; they are inverse operations; They make fact families; etc.)
Teaching Phase: How will the teacher present the concept or skill to students?
In order to engage students in the concept of division, play "Giddy Up Round Up"
You will need a large area for children to move around in safely (i.e. a carpeted area without desks, a field, etc.)
Discuss rules for movement (students can quietly gallop, no running, no shouting, safe hands, etc.)
Explain that you are a cowboy and you need to round up your horses. The children are to "gallop" around the room (they can quietly say "giddy up, giddy up") until
the cowboy calls out a number.
page 1 of 4 When the cowboy calls out a number, students are to get into groups of that number (no more, no less) and sit down.
1. Begin with a group of 8 students. Tell children to "giddy up." They will use safe "galloping" movements around a spacious area. Call out the number "4." Students
should get into two groups of four students. Ask the class, how many horses are in a group? (4); Ask, how many groups are there? (2); Count orally with the
students, "two groups of four equals eight."
2. With the same group, ask children to "giddy up" again. This time, call out the number "2." Students should get into four groups of two students. Ask the class, how
many horses are in a group? (4); Ask, how many groups are there? (4); Count orally with the students, "four groups of two equals eight."
3. Swap out students for a new group of 12 children. Have them "giddy up" and then form groups of 2, 3, 4, and 6, repeating the process from steps 1 and 2.
In a whole group setting, review the previous activity with the students. Ask,
What was going on in the activity? (The "horses" were sorting themselves into equal groups; the students divided into equal groups; etc.)
What were we trying to figure out? (How you can divide a number into equal groups; How many "horses" there would be when you had 2, 4, etc. groups; etc.)
What math knowledge should we learn from this problem? (Multiplication is the inverse of division; division undoes multiplication; if you can multiply, you can divide;
when you divide, you're creating equal groups; etc.)
Record the multiplication and division sentences that were given as examples in the activity (4 x 2 = 8 and 8
4 = 2) and describe as, "There were 8 horses and I
told you to split into 4 equal groups" (point to the equations as you say the words).
Guided Practice: What activities or exercises will the students complete with teacher guidance?
After discussion of "Giddy Up, Round Up" activity, have the students complete the Round 'Em Up! Activity sheet and discuss answers (see Formative Assessment).
Division Presentation:
Slide 1: Spark student interest by asking rhetorically, how can multiplication facts help me divide? Explain that over the next few minutes, they will find out how.
Slide 2: Present the analogy: subtraction is to addition as division is to multiplication. Ask students to pair up and try to figure out what that means. Remind
them that when you "rounded up" your horses in the game, you were actually dividing them into equal groups.
Slide 3: Explore the vocabulary words used in multiplication and division: factor, product, divisor, and quotient. Have students generate their own definitions
(ex. factors are numbers multiplied together to get another number; a product is the answer to a multiplication problem; a divisor is the number by which
another number is divided; a quotient is the result of dividing a number by a divisor). Display several multiplication and division equations and have students
label the parts of each.
Slide 4: Refer back to the analogy shared on slide 2. Review that addition and subtraction are inverse operations (one undoes the other) and that if you know at
least two of the numbers in an equation, that you can figure out the third by using "fact families." See if children remember the terminology in addition and
subtraction (the 12 is the sum and the 9 and the 3 are addends)
Slide 5: Use the guiding questions to have children compare division to subtraction. Encourage students to discuss their ideas with a partner or in the large
group.
Slide 6: Show a fact family pyramid with multiplication and division terms on it.
Slide 7: Walk students through the first example. Ask them to label what the 15 and the 3 are (Ask, where in the triangle do these terms belong? How do you
know that? What words helped you figure that out?) Let them identify the 15 as the dividend (because we will need to divide it) and the 3 as the divisor. Ask, "If
you know that 5 groups of 3 equals 15, how does that help you answer 15 divided by 5?" How many would be in each group? Students should relate the
multiplication fact to the missing factor (possible student response: If I count by 5's three times, I get 15).
Slide 8: Show the correct answer to the previous problem. Ask students if they can find all the multiplication and division facts related to these numbers (see
slide).
Slide 9: After having students show their solutions, check your work on this slide.
Slide 10-11: Use the pyramid shape to have students walk through a few examples. You may want to vary giving them two products versus a quotient and a
divisor. Some examples include:
I have 6 groups of 3 horses. How many total? (18 horses total)
If I have 32 horses and I split them up in groups of 4, how many groups will there be? (8 groups)
Ask students to generate their own word problems!
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
After students have practiced many examples of relating division to multiplication using the fact family triangle, challenge them to work on their 6's and 8's times
tables by playing a matching game.
Split the class up into groups of no more than four students per group. Provide each group with a set of the related fact cards (see the Materials section).
Students are to place the shuffled cards face down on a desk. One at a time, they are to turn two card over, trying to match a multiplication fact to a division fact.
When they make a match, they keep them.
Students will play until they have made all of the matches. Provide them with a copy of the fact family triangle (slide 11 in the presentation) as a guideline. Have
them create fact families for their 6's and 8's times tables.
While students are matching cards and creating their fact families, circulate around the room to ensure that students are understanding. Ask, how do you know
these facts are in the same family? (Because the quotient matches the factor, etc.).
When students have completed matching and making their fact families, provide them with a copy of the "division detective." Allow them to work in pairs to figure
out the unknown numbers (see summative assessment).
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Have students share their answers to the riddles. Ask,
What action is happening in the problem? (multiplication or division)
What is the difference in the action of multiplication and the action of division?
What do you need to figure out?
Why do you think so?
How do you know?
Summative Assessment
At the end of the lesson, the students will complete the "Division Detective" sheet in pairs, showing that they can answer problems with unknown factors by thinking
of multiplication facts.
Formative Assessment
Students will complete the "Round 'Em Up" Activity sheet (Answer key here).
In this activity, students will transfer the "Giddy Up, Round Up" activity to paper, dividing pictures of horses by circling groups of the specified numbers (example,
page 2 of 4 number 1 has 16 pictures of horses that students are to divide by 4; they will circle 4 groups of 4 horses). In addition, students are to write a corresponding
multiplication problem to their picture.
Feedback to Students
During the presentation, the students will be sharing their thinking and applying it to various fact families.
During the "fact match" activity, the teacher will circulate among the groups to ensure that students are able to identify related multiplication and division facts.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Limit the number of cards in the memory portion of the lesson.
Provide counters for students to manipulate when finding missing quotients and factors.
Extensions:
Have students create their own "Mysterious Multiplication" riddles.
The next step is to use arrays to show the relationship between multiplication and division.
Suggested Technology: LCD Projector, Microphones
Special Materials Needed:
Division presentation (to be displayed on projector)
Division Detective Activity (one for each student, see "Summative Assessment")
Related Facts- 6's Cards (for matching activity - print on cardstock and cut, enough for each group of 4 students)
Related Facts- 8's Cards (for matching activity - print on cardstock and cut, enough for each group of 4 students)
Further Recommendations:
"Giddy Up, Round Up" is a great brain break activity. It is also a good introduction to division with remainders. For example, if you have a class of 20 and call out the
number "6", they will discover that there are 2 students that do not fit into a group.
Additional Information/Instructions
By Author/Submitter
This lesson addresses the Mathematical Practice Standard 7 (MAFS.K12.MP.7.1): Look for and make use of structure.
SOURCE AND ACCESS INFORMATION
Contributed by: Jessica Whelpley
Name of Author/Source: Jessica Whelpley
District/Organization of Contributor(s): Brevard
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
MAFS.3.OA.1.4:
Description
Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For
example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = [] ÷
3, 6 × 6 = ?.
Remarks/Examples:
Examples of Opportunities for In-Depth Focus
Word problems involving equal groups, arrays, and measurement quantities can be used to build students’
understanding of and skill with multiplication and division, as well as to allow students to demonstrate their
understanding of and skill with these operations.
Attached Resources
Formative Assessment
Name
Find the Unknown Number:
Description
Students are given multiplication and division equations within 50 and are asked to find missing numbers. The missing
numbers are presented in all positions.
Missing Numbers In Division
Equations:
Students are given division equations involving numbers within 50 and are asked to find missing numbers. The missing
numbers are presented in all positions.
page 3 of 4 Missing Numbers In
Multiplication Equations:
Students are given multiplication equations with products within 50 and are asked to find missing numbers. The
missing numbers are presented in all positions.
Multiplication and Division
Equations:
Students are given multiplication and division equations within 100 and asked to find the missing numbers. The missing
numbers are presented in all positions.
page 4 of 4