KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate:

Lynnae Edwards

Cooperating Teacher: Mrs. Turtell

Group Size:

21

Subject or Topic:

Date: 4/5/16

Coop. Initials T.T

Allotted Time 55mins Grade Level 3rd

Extended Facts: Multiplication and Division Section: 932

STANDARD:
CCSS.Math.Content.3.OA.B.6
Understand division as an unknown-factor problem. For example, find 32 8 by finding
the number that makes 32 when multiplied by 8.
CCSS.Math.Content.3.OA.C.7
Fluently multiply and divide within 100, using strategies such as the relationship between
multiplication and division (e.g., knowing that 8 5 = 40, one knows 40 5 = 8) or
properties of operations. By the end of Grade 3, know from memory all products of two
one-digit numbers.
CCSS.Math.Content.3.NBT.A.3
Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 80, 5
60) using strategies based on place value and properties of operations.

I. Performance Objectives (Learning Outcomes):

Students will be able to analyze strategies for solving extended multiplication and
division facts by using structures to solve problems and answer questions.
II. Instructional Materials
21 sets of Base- 10 blocks
1 Slate
21 Math Journal 2, pp.255,256, 257, and 258
III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)

A. Prerequisite skills
1. Multiplication
2. Division
B. Key Vocabulary
1. None
C. Big Idea
1. Children develop strategies for solving extended multiplication and division
facts.
D. Additional content
1. The field day racetrack is 80 meters long. How many meters will the
racers travel if they run the track 8 times?
a. I added 80 eight times to get 640
b. I have 8 groups of 80, so I put 80s in pairs to make adding
them easier. 80+80=160, so I have to add 160 four times.
160+160+160+160=640. So the answer is 640 meters.
2. Extended Facts
IV. Implementation
A. Introduction
1. Have children pull out their white board
2. Tell them to record a related multiplication fact for each division fact and
then use the multiplication fact to find the answer.
3. Put the problems on the board and allow children 2-3 minutes. After
asking the questions, tell children to flash their white boards to show you
the answered. Allow volunteers to share their recordings and the strategies
they use to find their answer. Leveled exercises: Sample multiplication
facts given.
a. 30/6=? 6*5 = 30; 5
b. 40/10=? 10*4= 40; 4
c. 49/7=? 7*7= 49; 7
d. 81/9=? 9*9= 81; 9

B. Development
1. Ask students by a show of hands if they had an experience where they
encountered trouble with solving multiplication problems with larger
factors? For example, 80*8= 640.
2. Tell children that today we are investigators. We are going to work
together to investigate strategies for solving multiplication problems when
one of the factors is a multiple of 10, that is, it can represent as a whole
number of groups of 10 (such as 80, which is 8 groups of 10). Explain to
students that it is our duty to investigate by solving multiplication
problems with larger factors by applying strategies we have been using for
basic multiplication facts.
3. Ask students are they ready to investigate, because we have our first case
to solve.

4. Show the Math Message on the board.

a. The field day racetrack is 80 meters long. How many meters
will the racers travel if they run the track 8 times?
5. Have children share solutions strategies for the Math Message. Some
possible strategies:
a. I added 80 groups eight times to get 640 meters
b. I have 8 groups of 80, so I put the 80s in pairs to make adding
them easier. 80 + 80= 160, so I have to add 160 four times.
160=160=160=160=640. So the answer is 640 meters.
c. I used doubling twice: 2* 80=160, so 4*80=160+160=320.
Then I figured 8*80=320+320=640. So the answer is 640
meters
d. I thought that 8 laps of 100 meters would be 800, because 8
groups of 100 is 800. But then I had to take away 20 meters
from each lap, which is 8*20=160. So 800 -160=640. The
answer is 640 meters
6. Explain to students that as they can see we can understand multiplying by
a multiple of 10 as finding how many total groups of ten they have.
7. Tell students that we are going to use base-10 blocks to help us in
investigating strategies. Distribute the prepared sets of base-10 blocks to
each small group.
8. Display 2*30=?, and using your base ten blocks, ask the class what 2*30
can mean?(ten blocks on smart board for me to demonstrate) Sample
answer: 2 groups of 20 Have children model 2 groups of 30 using base-10
blocks. Guide children by asking the following questions.
a. Display 2 groups of 2 long and ask: How many tens are in
each group? 3 tens Emphasize that 3 (10s) is another name
for 30. Record 2*3 (10s). Remind children that they can
represent 3 tens using- 10 shorthand or as 3 (10s).
b. If I combine the groups, how many groups of 10 do I have? 6
groups of 10 combine the 6 longs and record 6 (10)? 60
9. Relate this to the original problem: 6 (10s) is another name for 2*3 (20s),
so 2*3=60
10. Ask children what do they think problems like 2*3 are called?
11. Tell children that problems like 2*3 are called extended facts because a
related or similar basic multiplication fact can help them find the number
of tens (or hundreds or thousands) in the solution. Ask: What basic fact
can help us to solve 2* 30? 2*3
12. Tell students that you have another case to solve; however, they must use
their base-10 blocks.
13. Have small groups model each of the following sets of problems with
base-10 blocks. They should model the three problems in each set
simultaneously and record their models using base-10 shorthand notation
on journal page 255 (See Attached). Have groups complete the first set
before creating the next set:
a. 2*3=? ; 2*30=? ; 2*300=?

b. 3*5=? ; 3*50=? ; 3*500=?

14. Have children discuss what they notice as they compare the models they
used for each problem. Ask: Investigators (children) what if we did not
have longs or flats to use? What would these look like if we only had
cubes? Sample answer: 2* 300 would take 600n cubes; 2*3 would only
take 6 cubes. Expect children to recognize that the product of the last
problem is much larger than the first. Some children may be ready to
compare products more specifically, such as noticing that the second
product is 10 times as big as the first. Ask: Investigators, how can this
patterns help us when we estimate products? Sample answer: We see that
products with a larger factor will be larger than products of basic facts.
15. Have children work in small groups to solve 3*90=?, modeling only if
needed. Emphasize that they should think of the multiple of 10 as some
number of tens, for example, 90 is 9 (10s). Multiply this group of tens by
the other factor to find the total number of tens. So 9 (10s) times 3 is 27
(10s) or 270. Ask children to predict the product of 3* 900. 27 (100s), or
2,700
16. Explain to children that we are now going to work with a concept that
might be a little bit difficult. But, as investigators we must pay close
attention and think of strategies that they can help us solve the problems.
17. Tell investigators that our next case is dividing by multiples of 10.
18. Display 210/3=?, and ask investigators to suggest different ways to
represent 210 with base-10 blocks. Sample answers: 2 flats and 1 long; 21
longs; 1 flat and 11 longs Remind children that they can think of 210s as
21 tens, and have small groups discuss how to divide 21 tens into 3 equal
groups.
19. Model as needed with base-10 blocks or shorthand notation. Have
investigators share their strategies. Highlight the following as they arise,
and then model any unshared strategies, if needed:
a. I show 210 with 21 longs. So I divide my 21 longs into 3
groups until I do not have any left over. I have 7 longs in each
group, which is 70, so 210/ 3= 70.
b. I can think of 210 as 21 (10s). I know that 21 divided into 3
groups would give 7 in each group, so 21 (10s) divided into 3
groups would give 7 (10s) in each group, or 70.
c. I think 3 * ? = 210. I know 210= 21 (10s), so I think 3*? = 21
(10s). Because 3*7= 21, I know that 3 groups of 7 (10s) would
give me 21 (10s). So I know that the answer is 7 (10s), or 70.
d. I know that 21/3=7 is a basic fact related to 210/3. Because
there are 3 (7s) in 21, there are 3 ( 70s) in 21 (20s).
20. Repeat with additional examples, such as 320/4 and 630/9 . Display an
extended Fact Triangle with 630 as the product and 9 and 70 as the factors.
21. Invite volunteers to write the extended fact family. 9*70= 630, 70*9=630,
630/9=70,630/7=9 Emphasize that knowing some extended facts can help
children solve other extended facts in the same family.

22. Tell students that they are going to work in partners to complete journal
page 256. Explain to students that though they we they are working in
partners, they must turn in their own paper, and their explanation must be
in their words.
23. Gather class back together and invite investigators to share how they solve
Problem 4 on the journal page. Encourage them to recognize how either
the related basic division fact ( 32/4=8) or the related basic multiplication
fact ( 4*8=32) could help them solve the extended division fact.
C. Closure
1. Tell students to pull out their white boards. Students will answer the
following questions on their white boards:\
a. 9* 30=?
i. Basic fact that I can use to help: 9*3=27
ii. 9*30=270
b. 9*90 as 9 groups of ten. True or False
c. 350/7
i. Basic fact that I can use to help: 35/7; 7*5=35
ii. 350/7=5
D. Accommodations/Differentiation
1. For students who show difficulty with recognizing the change in
magnitude, the base-10 blocks will be arranged into arrays.
2. All activities will be modeled
3. More time will be given to those who need it.
E. Assessment/Evaluation Plan
1. Formative: Math Journal 2, p. 256 will be the assessment check-in.
Students ability to use structure to solve problems and answer questions
will be assessed. Students must successfully solve Problems 1a and 2-5 on
the journal page. Student skills will be recorded on a Formative
Assessment Data Collection as:
a. 4=Completely correct
b. 3= Minor errors
c. 2= Has errors, but shows basic understanding
d. 1=Below basic
2. Summative: There is no summative assessment for this lesson.

V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives (Reflection on
student performance written after lesson is taught, includes remediation for
students who fail to meet acceptable level of achievement)

Remediation Plan
B. Personal Reflection (Questions written before lesson is taught. Reflective
answers to question recorded after lesson is taught)
1. Was I able to keep the students interested in the lesson?
2. Was my timing in line with the class period?
3. If I were to teach about extended facts: Multiplication and Division, which
aspects of the lesson would I try to improve?