Math: Solving One-Step Division Word Problems

CCSS:
CCSS.MATH.CONTENT.3.OA.A.3: Use multiplication and division within 100 to
solve word problems in situations involving equal groups, arrays, and
measurement quantities, e.g., by using drawings and equations with a symbol
for the unknown number to represent the problem

I can statement:
I can use bar models to solve one-step division word problems.

How this lesson relates to previous lessons and or data:

Last week, my students began using bar models to represent real world
multiplication problems. We began by solving one-step word problems involving
multiplication, and then moved onto solving two-step word problems using
multiplication and either addition or subtraction. This week, students will be solving
both one and two-step word problems involving division.

Steps/Procedure:

Time (in Minutes): Steps:

Focus Lesson Learn: Use bar models to solve one-step division word problems:
(Not comparing)
5 minutes -Read story problem with students, model and solve using a bar
model.

A grower picks 60 oranges.

The grower packs them equally into 5 boxes
How many oranges does the grower pack into each box?

-Begin by annotating the story problem (circling the question,

underlining important details, boxing vocabulary)

-Draw a bar, think aloud about the numbers that I am given.

-Write division problem that represents the bar model (60/5=?)
-Solve using skip counting (60/5=12)
-Write answer sentence (The grower packs 12 oranges in each box)

Guided Practice Guided Practice #1, #2

1. Annotate, draw bar model, division problem, solve, answer
8 minutes sentence (Answer: Each box has 12 crayons)
2. Annotate, draw bar model, division problem, solve, answer
sentence (Answer: Jerome has 14 tricycles)
 (Students have been given Guided Practice #1 and #2 on a
worksheet so that they are able to annotate the problem and draw a
bar model with the problem right in front of them)

Focus Lesson Learn: Use bar models to solve one-step division word problems
g)
5 minutes -Read story problem:

Shawn and Trish scored 36 goals in all.

Shawn scored 3 times as many goals as Trish.
How many goals did Trish score?

al will be 36, we will have two bars representing two

ese), create 4 equal groups

Annotate, draw bar model, division problem, solve, answer sentence

(Answer =Trish scored 9 goals)

Guided Practice Guided Practice #3

3. Annotate, draw bar model, division problem, solve, answer
5 minutes sentence (Answer: Justin sells 8 video games)

Productive Lets Practice #1, 2, 3, 4

Group Work Students will work with their math partners to solve #1, 2, 3 and 4.
Again, students will be given a worksheet with these problems so
12 minutes that they can annotate and appropriately solve these problems
-Answer #1:Mr. Lee has 16 bags of rice.
-Answer #2: Rodney sells 29 cups of juice.
-Answer #3: Jack is 18 years old.
-Answer #4: Darren can make 18 picture frames.

Independent Workbook p.169-172

15 minutes

Academic/Social/Linguistic Supports for individual students:

Students will be given copies of problems that I am doing with them on the board.
Doing this will allow students to be more engaged with the material, as they will
have it in front of them, as well as on the board. Students will be able to practice
annotating the story problems with me as well.
Students will be able to use manipulatives to help them create equal groups when
solving division problems. This is effective for students who are struggling with
related multiplication and division facts. (Also effective for students who are visual
learners)
Students will be working with their tiered math partners during our productive
 group work time. This will allow students to collaborate and think through problems
with one another.

Assessment:
I will be looking at workbook p.169, problem #2 and p.170 #3 to evaluate student
thinking. These problems are representative of todays learning goal and will allow
me to gauge student understanding and help me to form my instruction for
tomorrow.