Represent and solve problems

involving multiplication and

division
Title A.4
Subject Mathematics
Author Sapphire Johnston
Grade level 3rd
Time duration Field Trip (2.5 hours)
Outcomes beyond State Students will use multiplication and division at an apple orchard. For
Standards example, given the number of rows and the total number of trees, they will
calculate the number of columns, i.e. 4*? = 48, ? = 12.
Besides demonstrating understand of state standard content, students will
learn when to take the lead and when to follow, how to effectively work
outside a classroom setting, how to come up with relevant sample problems
on the spot, how to spot patterns in their work, how to use everyday objects
to solve multiplication and division problems, how to communicate in a
group setting, what are some possible healthy food options, and how much
fun it can be to solve problems.
State Standards 3.OA.4 Determine the unknown whole number in a multiplication or
division equation relating three whole numbers. For example, determine the
unknown number that makes the equation true in each of the equations 8
? = 48, 5 = 3, 6 6 = ?.
Materials Apple orchard
Clipboards/paper (one each per student
Understanding 1. Students will understand
a. How to relate three whole numbers using multiplication and
division
Essential Questions 1. How do we translate mathematical language into plain English?
2. How do you identify when to use multiplication and division to solve
a problem with an unknown number?
Knowledge 1. Students will know
a. The properties of multiplication and division that allow
 them to calculate an unknown whole number given two
known numbers.
Skills 1. Students will be able to
a. relate three whole numbers using multiplication and division
b. give a value for an unknown whole number given two
known whole numbers in either a multiplication or division
equation
Learning Activities 1. Before the day of the field trip begins
a. Determine an appropriate apple orchard (contact owners
and ask if they feel comfortable with your plan, can they
provide any stories/real life experiences that relate to this
lessons goals (want to make it real for the students)
b. Coordinate chaperones/rides with parents
c. Gain permission for children to go on field trip
2. Teachers preparation
a. Prepare
i. worksheets with sample problems and space for
students to add their own 3 whole number
multiplication and division problems
ii. clipboards with worksheets, pencils, scratch paper
b. Divide class into groups of four with at least one person
with a solid understanding, one with little understanding,
and two with moderate understanding
3. After getting to the apple orchard and finding a place to group up,
a. Organize students into preassigned groups (3 min)
b. Clarify boundaries and rules (4 min)
i. Stay in orchard
ii. Use restroom in pairs and tell fellow group
members where you will be (so if I or parent asks,
we know where your group members are)
iii. Each group assigned a parent who will be there for
assitance, but not to give you answers)
iv. We will be spending about 1.5 to 2 hours here, so
give thoughtful answers and additional problems
v. Other rules as necessary
c. Tell students they can start answering the worksheets
problems, tell them that they can come up with their own
problems for their fellow students to solve next class period
(will be rewritten on new worksheet and distributed next
class) (3 min)
d. If they come up with their own problems, must submit
before exiting the bus at school (not required, but will be
really fun) (1 min)
e. Check on each group, ask probing questions, address
concerns/questions with questions that make students think
(1 hr 15 min)

2
 f. When nearing end, go around tell students they have a few
minutes before they have to wrap up (10 m)
g. Gather students for debrief (10 min)
h. Debrief as a whole class (teacher asks question, students
answer as soon as something comes to mind (no calling on
students)) with questions below
i. These are sample questions that may provide for a
sufficient debrief, not all of them need to be
discussed.
ii. Leave time for exit cards (1 min)
iii. Make sure most students share at least once
although not all students are required to share. If
someone looks like they may want to share, but
doesnt speak up, the teacher may call on them.
iv. This debrief should take about 15-20 min as most
students will want to share.
Debrief Sample questions: What did you like about learning multiplication and
division at an apple orchard? What did you not like about it? How would you
change so that you did like it? Would you like to do this kind of activity in
the future? Are there other ways of learning multiplication and division that
you would like to try? Are you excited to see what additional math problems
your fellow classmates came up with next class?
Exit Cards What stood out to you most about this field trip? (3 min)