Understand properties of

multiplication and the

relationship between
multiplication and division.
Title B 3.OA.5 3.OA.6
Subject Mathematics
Author Sapphire Johnston
Grade level 3rd
Time duration 45 min
Outcomes beyond State Besides demonstrating understanding of state standard content, students will
Standards learn how to lead a group of people, how to communicate with others to
reach the same goal, and different ways to approach different multiplication
and division problems.
State Standards 3.OA.5 Apply properties of operations as strategies to multiply and divide.
(Students need not use formal terms for these properties.) Examples: If 6
4 = 24 is known, then 4 6 = 24 is also known. (Commutative property of
multiplication.) 3 5 2 can be found by 3 5 = 15, then 15 2 = 30, or
by 5 2 = 10, then 3 10 = 30. (Associative property of multiplication.)
Knowing that 8 5 = 40 and 8 2 = 16, one can find 8 7 as 8 (5 + 2)
= (8 5) + (8 2) = 40 + 16 = 56. (Distributive property.)
3.OA.6 Understand division as an unknown-factor problem. For example,
find 32 8 by finding the number that makes 32 when multiplied by 8.
Materials Open space in classroom for moving around
Journals for reflecting
Loose-fitting or athletic clothing
Water
Recommended Skills Be moderately physically fit
Understanding 1. Students will understand
a. How to apply properties of operations as strategies to
 multiply and divide.
b. Division as a an unknown-factor problem
Essential Questions 1. How do you identify when to use certain properties of
multiplication?
2. What situations require you to find the unknown factor in an
equation?
Knowledge 1. Students will know
a. The different properties of operations involving
multiplication and division
Skills 1. Students will be able to
a. Apply the different properties of operations to divide and
multiply
b. Find the unknown factor in a division equation
Learning Activities 1. Teachers preparation
a. Students will be using their bodies to illustrate the different
properties of operations.
b. Move desks and furniture to edges of room (will need space
to move around, give more space than you think you need
as young students are not always as aware of their own
bodies as might think)
c. Plan which properties you would like to show first (if your
students understand the commutative property better than
the rest, start with that) (I have prepared what I think
students will be most comfortable with)
d. Right before students enter the classroom, put on some
upbeat music appropriate for a physical warm-up. Head
shoulders knees and toes is one idea.
2. When the class begins
a. Start with a warm-up (any warm-up is fine here as long as it
gets the students to move)
i. Introduce the warm-up (go slow at first and, then,
speed up)
ii. Ask the whole class to join in
iii. Ask Who would like to lead the class in the warm-
up? We will start off slowly and then go faster. We
will trade off who leads. If no one immediately
raises their hand, mention that students can lead in
pairs if theyd like
iv. 6 min
b. Ask the class, Do 6x4 and 4x6 get the same result? Does
anyone know? ask for students to raise hands if they think
they know. (2 min)
c. Ask the student who correctly answers the question to
coordinate the class in arranging themselves to show the
commutative property of multiplication, and have them

2
 arrange themselves (7 min)
d. Ask students if they can solve 3 5 2 by only using two-
number multiplication expressions (7 min)
i. Call on volunteers, have volunteers explain how
they would
ii. Volunteer who understands it best leads the class in
visually representing each step with their bodies
iii. For example, 3 5 2 can be found by 3 5 =
15, then 15 2 = 30, or by 5 2 = 10, then 3 10
= 30. (Associative property of multiplication.)
e. Ask students if they knew that you express 8 7 as 8
(5+2) as (8 5) + (8 2) as 40 + 16 as 56 (1 min)
f. Have students share out why they think this property works
and if they can give their own examples (5 min)
g. Ask students if they have ever solved a division problem by
trying to find out how many of a number they need to get
to the total (for example, how many 4s to get 20)
i. Have students share out examples (4 min)
ii. Give more examples of your own
1. If potatoes are $5 per pound, how many
pounds can I get for $20? 4 pounds
h. Debrief as individuals in journals (teacher writes questions
on board, students answer in journals (which will be turned
in later (you may decide when this is))
i. All debrief questions need to be answered with at
least one complete sentence per question
ii. Leave time for exit cards (2 min)
iii. This debrief should take about 8 min.
Debrief What did you enjoy about this lesson? What did you not enjoy about this
lesson? If there was something you didnt enjoy, how would you improve it?
What did you learn about multiplication that you didnt know before? What
did you learn about division that you didnt know before? How will you use
what you have learned in everyday life?
Exit Cards In this lesson, what stood out to you most? (2 min)