3 Dot Oa Dot 3 More Ideas From Vdw

Ideas Inspired by Teaching Student-Centered Mathematics

Start by assigning a number that has several factors - for example, 12, 18, 24, 30 or 36. Have students find multiplication expressions for their assigned number. With counters, students attempt to find a way to separate the counters into equal subsets. With arrays, (perhaps made from square tiles or cubes or drawn on grid paper), students try to build rectangles that have the given number of squares. For each such arrangement of sets or appropriate rectangles, both an addition and a multiplication equation should be written.

I have 15 apples to put into baskets. I want an equal number of apples in three baksets. How many apples in each basket?
Show bar diagram with 15 across top and 3 baskets and 5 in each basket.
15 ÷ 3 = 5 I should put 5 apples in each basket.

I have 15 apples to put into baskets. I want to put 3 apples into each basket. How many baskets do I need?
Show 15 apples and 3 apples in each basket to show 5 baskets.
15 ÷ 3 = 5 I will need 5 baskets.

Making Connections in Math:

These next three objectives (3.OA.1, 3.OA.2, 3.OA.3) should be taught together making connections between and among each. Stress the relationship between multiplication and division. This can be done in a variety of ways including repeated addition, repeated subtraction, rectangular arrays, and by connecting the inverse relationship between multiplication and division. Division is simply introduced here to develop a conceptual understanding.

Try This:

Providing students with the answer and having them create a problem can help students develop understanding of problems.

For example, we could say the answer is 24 tennis balls.What could the question be?
Students might offer there are 8 cans of tennis balls with 3 tennis balls in each can. How many tennis balls are there?
Jackson practiced serving 6 tennis balls. He did this 4 times in a week. How many tennis balls did he hit that week?
There were 30 tennis balls in the gym bag at the beginning of recess. After recess, there were 6 balls missing. How many were put back in the bag? (subtraction example)