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Teacherbot 17 Dec, 17:01:03

Lesson Plan: Division of Whole Numbers

Grade: 3rd Grade

Objective: Students will be able to model the concept of division of whole numbers using partitioning, sharing, and the inverse of multiplication. They will also understand the properties of 0 and 1 in division using objects or drawings.

Materials: - Manipulatives (such as counters, cubes, or any small objects) - Whiteboard or chart paper - Markers or colored pencils - Division worksheets (optional)

Procedure:

  1. Introduction (5 minutes):
    • Begin the lesson by asking students if they know what division is and if they have any prior knowledge about it.
    • Write the word “division” on the board and ask students to share their thoughts or definitions.
    • Explain that division is a way of sharing or grouping a certain number of objects equally among a given number of groups.
  2. Partitioning Model (10 minutes):
    • Introduce the concept of partitioning as a model for division.
    • Use manipulatives to demonstrate the process of partitioning. For example, if you have 12 counters, show how you can divide them into 3 equal groups by placing 4 counters in each group.
    • Write the division equation on the board: 12 ÷ 3 = 4.
    • Ask students to try partitioning different numbers using manipulatives and write the corresponding division equations.
  3. Sharing Model (10 minutes):
    • Introduce the concept of sharing as another model for division.
    • Use manipulatives to demonstrate the process of sharing. For example, if you have 15 counters and want to share them equally among 5 friends, show how you can give 3 counters to each friend.
    • Write the division equation on the board: 15 ÷ 5 = 3.
    • Ask students to try sharing different numbers using manipulatives and write the corresponding division equations.
  4. Inverse of Multiplication Model (10 minutes):
    • Introduce the concept of the inverse of multiplication as a model for division.
    • Explain that division is the opposite of multiplication, and that dividing a number by another number is the same as multiplying it by the inverse of that number.
    • Use examples to demonstrate this concept. For instance, if 4 x 3 = 12, then 12 ÷ 4 = 3 and 12 ÷ 3 = 4.
    • Write the division equations on the board and ask students to identify the inverse multiplication equations.
  5. Properties of 0 and 1 in Division (10 minutes):
    • Explain that when dividing a number by 0, the result is undefined because it is impossible to divide something into 0 equal groups.
    • Use examples to demonstrate this concept. For instance, if you have 10 cookies and want to divide them into 0 groups, it is not possible.
    • Write the division equation on the board: 10 ÷ 0 = undefined.
    • Explain that when dividing a number by 1, the result is the same number because dividing something into 1 group means keeping it as a whole.
    • Use examples to demonstrate this concept. For instance, if you have 8 pencils and want to divide them into 1 group, you will still have 8 pencils.
    • Write the division equation on the board: 8 ÷ 1 = 8.
  6. Practice (15 minutes):
    • Distribute division worksheets to students or provide them with a set of division problems to solve.
    • Encourage students to use the models of partitioning, sharing, and the inverse of multiplication to solve the problems.
    • Circulate around the classroom to provide assistance and guidance as needed.
  7. Conclusion (5 minutes):
    • Review the different models of division and the properties of 0 and 1 in division.
    • Ask students if they have any questions or if there is anything they would like to clarify.
    • Summarize the main points of the lesson and emphasize the importance of understanding division as a fundamental concept in mathematics.

Extension Activity (optional): - Divide the students into small groups and provide them with a set of objects or drawings. - Ask each group to create their own division problems using the models of partitioning, sharing, and the inverse of multiplication. - Have the groups exchange their problems and solve them using the appropriate models. - Ask each group to present their problem and solution to the class, explaining their reasoning and the model they used.