Gr 3 M1 L5 and L6

​Materials Managers:

​Each person at your table will need a dry erase board and marker.

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Share the erasers!

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​Do NOT grab the cubes yet.

Fill in the Blank

How many groups are there?

Fill in the Blank

How many are in each group?

Open Ended

Fill in the blanks for our division sentence of 10 divided into 2 equal groups:

______ $$\div$$  _____ = ______

Fill in the Blank

How many groups are there?

Fill in the Blank

How many in each group?

Open Ended

Brandi has 18 bracelets. After she organizes the bracelets by color, she has 3 equal groups. How many bracelets are in each group?

Use your whiteboard to read, draw, and write.

​Materials Managers:

​Each person at your table will need their bag of 18 cubes.

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​Once everyone has their cubes, you will have 1 and a half minutes to count your cubes. Make sure you have 18!

Open Ended

18 ÷ 6 = 3

How does this number sentence relate to the problem we just solved?

Multiple Choice

14 ÷ 7 = ______

Turn and talk to a partner. What information do we already have if we know 7 is the size of the groups?

What information don’t we know?

• We know the total and the size of the groups.

  We don't know how many groups there are.

• We know everything.

• We know the total.

  We don't know anything else.

• We know the size of the groups.

  We don't know the total.

Poll

We divide when we we want to find...

(select all that apply)

• The size of the groups

• The total

• The number of groups

• The bunny

Multiple Choice

Look at the array and describe the following relationships:

-Total number of children and total number of dots.

• The total number of children is the same as the total number of dots.

• The total number of children is less than the total number of dots.

• The total number of children is more than the total number of dots.

Multiple Choice

Look at the array and describe the following relationships:

- Number of children on each team and the number of dots in a row.

• The number of children on each team is less than the number of dots in a row.

• The number of children on each team is more than the number of dots in a row.

• The number of children on each team is the same as the number of dots in a row.

Multiple Choice

Look at the array and describe the following relationships:

- Number of teams and the number of rows.

• The number of teams is less than the number of rows.

• The number of teams is more than the number of rows.

• The number of teams is the same as the number of rows.

​On your whiteboards...

Draw an array that shows the equation 15 ÷ 3 = 5 where the quotient - that means the answer - represents the size of groups.​

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Don't erase! You will need your array for the next part.

Multiple Choice

15 ÷ 3 = 5 3 x 5 = 15

Where do you find the quotient in our multiplication equation?

• The quotient is the second number in our multiplication equation. (5)

• The quotient is the product (total) of the multiplication equation. (15)

• The quotient doesn't exists!

• The quotient is the first number in our multiplication equation. (3)

Multiple Choice

Which number represents the size of the groups in both problems:

15 ÷ 3 = 5 3 x 5 = 15

• 15

• 3

• 5

• 0

Open Ended

3, 6, 9, 12, 15, 18, 21, 24

8 x 3 = 24

How many threes make 24? Answer in a complete sentence.

_______ threes make 24.

Open Ended

24 ÷ 3 = 8

Twenty-four divided in threes makes how many groups? Answer in a complete sentence.

Twenty -four divided into threes makes _______ groups.

Multiple Choice

8 x 3 = 24 24 ÷ 3 = 8

True or false: Both equations ask how many threes are in 24.

• True

• False

Open Ended

2, 4, 6, 8, 10, 12, 14, 16, 18

2 x 9 = 18

How many twos make 18? Answer in a complete sentence.

_______ twos make 18.

Open Ended

18 ÷ 2 = 9

Eighteen divided in twos makes how many groups? Answer in a complete sentence.

Eighteen divided into twos make _____ groups.

​Materials Managers:

​Please collect the dry erase boards and markers.

Make sure everyone just has a pencil!

​Debrief Time!

​How do arrays represent both multiplication and division?

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What is the relationship between the quotient in division and the unknown factor in a related multiplication equation?