CCSS.Math.Content.3.OA.A.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.
- Math notebooks and pencils (colored pencils and graph paper are good for this too)
- Slideshow file
- Whiteboard and markers
Go through the pictures on the slideshow (see supporting files section) and brainstorm any:
4. Structure shapes
5. Abstract meaning
6. Any questions that come to your students’ minds
Use students’ brainstorm comments to get them to recall the Big Idea from the previous lesson (All rectangles are multiplication problems) and connect it to the inverse concept of breaking an array into equal groups. Once they have made this connection, unveil the Big Idea.
Numbers broken down into equal groups is division.
Students will write the Big Idea and their math equations seen in the sideshow in their notebooks.
Use the statements above the photo to help build the inverse connection between multiplication and division.
Talk about all the things you can build with rectangles. Be sure to have students show their work in their notebooks.
Do a quick check-in on each student’s understanding after the opening discussion. It will consist of page 76 of the worksheet and homework.pdf (see Supporting Files section), and the back page will be used as homework.
Begin with a quick walk-through of the world and explain the Minecraft activities. Also, write what to do in each of the activities on the board so your students can refer back to them as they sign into the game. Pass out the worksheets and let your students work.
As students finish their four questions, they will check their work with a peer. Once both partners agree on the answers, the teacher will check it for accuracy. The students can get their computers and log in.
Students will enter the attached Minecraft world “Division”.
Challenge 1: Tear down and rebuild!
The students will be given a pickaxe and an array. Next they will tear down the array and reorganize the unit blocks into equal groups. Then they will write the division and multiplication number sentences and take a picture. Students should be able to explain the inverse relationship between the two math operations orally and in their notebooks.
Challenge 2: Prove Me Wrong!
The students will go to a problem station and get an equation. Then they will build a Minecraft math model to prove the equation correct or false. As they make equal groups with their blocks, students should also keep track of their factors by writing them on slates as they go. Assessment is measured by the accuracy of their Minecraft math model and their ability to explain how they proved or disproved the equation.
a. Design a parkour course out of 4 division problems.
b. Use Code Builder to get the agent to build arrays and/or grouped numbers.
Each student should write five problems and solve three of them.
1. Five minutes: Get into groups of four and have the students come up with a definition for division and a way to prove division.
2. Groups state their definition and the teacher will facilitate discussion on the class’s thoughts.
1. The student was able to break apart an array and reorganize the units into equal groups.
2. The student was able to define division by stating the big idea in their own words. Show work in math notebooks.
3. The student was able to write a division equation after reorganizing their array into equal groups.
4. The student was able to prove division equations by building and explaining a Minecraft Math model.
5. The student was able to correctly answer all four problems on their worksheet.
6. The student was able to review a peers worksheet and explain how their answers are correct or not.
7. The student exhibited higher level thinking skills such as…
a. Completing one of the extension activities
b. Making a connection between the inverse relationship between multiplication and division.