3 Dot Oa Dot 2 More Ideas From Vdw

Ideas from Teaching Student-Centered Mathematics

Provide children with an ample supply of counters and some way to place them into small groups. Small paper clips work well. Have children count out a number of counters to be the whole or total set. They record this number; "Start with 31." Next specify either the number of equal sets to be made or the size of the sets to be made: "Separate your counters into four equal sized sets," or "Make as many sets of four as is possible." Next have the children write the corresponding multiplication equation for what their materials show; under that, have them write the division equation.

Problems:

You have 21 plants to put in 3 pots. You want to put the same number of plants in each pot. How many plants can you put in each pot? (Partitive)
If 5 children want to share 20 pencils fairly, how many pencils will each child get? (Measurement)
There are 42 tennis balls packed in three to a can. How many cans are there?
How many toy cars can you build if you have 36 wheels?

Good Questions / Problems in Math:

Give the answer and ask for the fact. The product is 12, what could the fact be? The product is 36, what could a fact be? The quotient is 6, what is the question?

Lesson Seeds:

Build arrays with counters or cubes. Ask the students to give the multiplication fact and related division fact.

Making Connections in Math:

Standards 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.