Subject: Math

Grade: 3rd grade

Topic: Fact Families
Content: This lesson plan is for a 3rd and 4th grade self contained
bridge class. This lesson plan includes a few strategies and scaffolding
to get to the same solution. This lesson is great for targeting different
learning styles in the classroom. The purpose of this lesson is that fact
families help us divide problems because if we know the multiplication
in fact families we also know the division.
Pre-Assessment: A quiz on multiplication was given, the result were
that for students that have not mastered multiplication the lesson
will be differentiated. Students will be able to use manipulative to
visualize the concept of multiplication. There will be other strategies
will be used to help meet all the students needs.
Teaching Point:

Students will demonstrate understanding of the inverse relationship

between multiplication and division by writing fact families.

Common Core
Standard:

GRADE 3: Multiply and Divide

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.

Objectives:

Materials:

1. Students will be able demonstrate the understanding of the

relationship between multiplication and division by making their
own fact family.
2. Students will be able to explain how they discovered which fact fit
into the family (inverse relationship and commutative property)
PowerPoint presentation
Manipulative
Construction paper
Glue
Scissors
Pencils
Notebook
Roll a dice worksheet (dice, dry ease marker, erasers)

Introduction:

Prior Knowledge:
To start the lesson off, the students will be reminded of how they used
fact family to help them with addition and subtraction. Students will be
asked,
1. What do you think it is called a fact family? (Numbers are related, just
as people in a family are)
2. How many numbers are used in the fact family? (3)
3. Students will use their prior knowledge of addition and subtraction fact
family to think of the equations they could make for the 9, 5, and 4
numbers.
Vocabulary: (Students will have visual support)
Dividend: The number being divided. 12 3 = 4
Divisor: The number that will divide the divided equally. (Number of
groups) 12 3 = 4
Quotient: The answer after you divide one number by another. 12 3 = 4
Equal: Exactly the same amount or value.
Equation: An equation says that two things are equal. It will have an equal
sign = example: 3 4 = 12, 4 3 = 12, 12 3 = 4, or 12 4 = 3
Procedure:
Students will be shown an example of what it means to divide. Student
will be asked to give another example of a way they could use division.
Using the PowerPoint as guide the students will be guided to answer
examples A and B.
In example A, the teacher will be thinking out-loud the strategies that
need to be used to get the answer.
The teacher will ask himself or herself, questions such as, What are the
facts in the word problem? What is the word problem asking us? What
do we know (fact families)? How could we solve the problem? and
How to write the equation? Teacher will use the terminology dividend,
divisor, and quotient.
In example B, the students will do and the teacher will help.
Students will be asked questions such as, What are the facts in the word
problem? What is the word problem asking us? What do we know (fact
families)? How could we solve the problem? and How to write the
equation? Students will be encouraged to use the terminology dividend,
divisor, and quotient.
Students will be asked to turn and talk to their peer about the
question What do we know? (Fact family)
Students will be asked to turn and talk to their peer about the
question How could we solve the problem? The question will be

scaffolding the teacher will explain that multiplication was

repeated ______________, since division is the inverse operation of
multiplication, division would be repeated __________________.
Independent Practice:
Students will be encouraged to create their own fact family using
multiplication and division. The teacher will model how to create his or
her own fact number numbers. The teacher will use two strategies. The
first strategy would be to thinking of a multiplication equation 6 7 = 42,
the students will pick any two numbers. If students are having trouble
picking numbers they could use dominos (that represent two number).
Students will be able to use manipulator to help solve the equation.
Students will use their knowledge of commutative property to write the
corresponding multiplication sentence. Then, use their knowledge of
inverse relationship of multiplication and division to write the two division
facts.
Students will independently create a frozen fact family. The steps to
create the fact family will be written on the PowerPoint presentation.
Share:
Students will share with each other the strategies that they used to come
up with answer. Students will be able to explain how they discovered
which fact fit into the family (inverse relationship and commutative
property)?
Students will be encouraged to give each other compliments and
comments.
Conclusion:

In conclusion, the students will understand that division is the inverse

operation of division. Students are able to understand that once they
could recall a particular multiplication fact, they can use the fact to solve
related multiplication and division equations. Students are able to
understand how fact families could help them divide.
Students will know that commutative property 5 7=35hasthesameanswer
as75=35.Studentswillalsoknowthatfactstosolvemissingnumberstasks.Students
willbeabletorecognizetherelationshipbetweenmultiplicationanddivision,theyknow5
7=35,thentheyknowthat35 5 = 7 and 35 7 = 5

Follow-up:

Students will be asked for homework to a work sheet on fact family. Along
with completing the work sheet students will also create a house
illustration where they will put their fact families. Example:

Differentiation:

The lesson is differentiated to meet every students needs. The lesson will
have an engaging PowerPoint presentation that will visually help students
grasp the concept of multiplication and division. Students will be able to
use manipulator to help understand the concept of division and
multiplication. When doing the independent work, if students are unable
to think of a multiplication fact they are able to use dominos to help them
get started. The questions that will be asked will be scaffold to help some
students answer.
For example: Students will be asked to turn and talk to their peer about
the question How could we solve the problem? The question will be
scaffolding the teacher will explain that multiplication was repeated
______________, since division is the inverse operation of multiplication,
division would be repeated __________________.
Students will be assessed as they are working. The teacher will observe
and take notes of students success. The students will also be observed
when they share their work. The teacher will understand if they were
successful in the lesson. Students will share with each other the strategies
that they used to come up with answer. Students will be able to explain
how they discovered which fact fit into the family (inverse relationship
and commutative property). Their final piece Frozen Fact Family is a sort
of assessment to help the teacher understand if the students meet their
objectives. There will be a rubric to help students understand what the
objectives are.

Assessment: