Teacher: Ms.

Nanthene Sivalingam Subject: Math Class: Grade 3 Duration: Week 10 (2 periods)

LP 1
Key Concepts: Topic/Title: Division (without remainder)
 Responsibility
 Causation
 Change
Essential Questions:
 How to apply the order of operations when computing with whole numbers, excluding and then including exponents.
Objectives: As a result, students will:
 K: Know that there are steps to divide correctly
 U: Understand the attempt to solve division problem
 D: Be able to make an attempt to answer the given exercise
Time duration Strategies for Teacher /Student activity Assessment (tools Differentiation (form, materials, groups, names)
&strategies)
15 minutes Tuning in  Teacher shows some problem solving questions on the
board. Type of questions, Materials
 Teacher gives tips on how to analyses the questions well Individual
and how to answer.
 Students attempt to answer the given question on the board
by guessing.

15 minutes Finding out

 Teacher recalled to students on the steps of answering the Individual Materials
questions correctly.
 Teacher tells students that they need to analyses the
number carefully.

15 minutes Sorting out

 Teacher gives the paper of questions to students for them to Individual Materials
practice.
 The questions can be downloaded from this link: Teacher
gives the paper of questions to students for them to
practice. The questions can be downloaded from this link:

www.k5learning.com/free-math-worksheets/third-grade-3/division

 Teacher goes around checking whether the students are

doing their work and they really understand the lesson.

15 minutes Going further

Individual Materials
  Teacher explains and clarifies the answer and the steps to
solve the questions.

10 minutes Making conclusions

 Teacher recaps the lesson and gives extra homework for the Individual Materials
students.

Teacher’s additional
comments/reflectio
n
Teacher: Ms. Nurulain, Ms. Pushpaa, Subject: Math Class: Grade 3 Duration: Week 10 (2 periods)
Ms.Izni, Ms. Nanthene LP 2
Key Concepts: Topic/Title: Division (without remainder)
 Responsibility
 Causation
 Change
Essential Questions:
 How can we divide correctly using big numbers?
Objectives: As a result, students will:
 K: Know that there are steps to divide correctly
 U: Understand the attempt to solve division problem
 D: Be able to make an attempt to answer the given exercise
Time duration Strategies for Teacher /Student activity Assessment (tools Differentiation (form, materials, groups, names)
&strategies)
15 minutes Tuning in  Teacher shows some problem solving questions using video.
The video can be downloaded from this link: Type of questions, Materials
https://www.youtube.com/watch?v=wBSVDxqCTWw Individual

 Teacher gives tips on how to analyses the questions well

and how to answer.
 Students attempt to answer the given questions showed on
the screen.

15 minutes Finding out

 Teacher recalled to students on the steps of answering the Individual Materials
questions correctly.
 Teacher tells students that they need to analyses the
number carefully.

15 minutes Sorting out

 Teacher invites the students to bring their math journals and Group Materials
a pencil to the class meeting area.
 Teacher divides students into few groups and gave them
problem solving questions.
 Teacher gave some time to students to solve division based
questions.

15 minutes Going further  Teacher asks students to present their answers in the class.
 Teacher checked students’ answers while they are Group Materials
presenting

10 minutes Making conclusions

  Teacher recaps the lesson and gives homework for the Individual Materials
students.

Teacher’s additional
comments/reflectio
n
Teacher: Ms. Nurulain, Ms. Pushpaa, Subject: Math Class: Grade 3 Duration: Week 10 (2 periods)
Ms.Izni, Ms. Nanthene LP 3
Key Concepts: Topic/Title: Division (without remainder)
 Responsibility
 Causation
 Change
Essential Questions:
 How can we divide by using equal groups, drawings and measurement quantities to solve division problems?
Objectives: As a result, students will:
 K: Know how to use equal groups, drawings, and measurement quantities to solve division problems.
 U: Understand the attempt to solve division problem by using equal groups, drawings, and measurement quantities to solve division problems.
 D: Be able to make an attempt to answer the given exercise.
Time duration Strategies for Teacher /Student activity Assessment (tools Differentiation (form, materials, groups, names)
&strategies)
15 minutes Tuning in  Teacher shows some problem solving questions on the
board by using the method mentioned above. Type of questions, Materials
 Teacher gives tips on how to analyses the questions well Individual
and how to answer by using the specific methods.
 Students attempt to answer the given question on the board
by using the method mentioned by the teacher.

15 minutes Finding out

 Teacher recalled to students on the steps of answering the Individual Materials
questions correctly.
 Teacher tells students that they need to analyses the
number carefully.

15 minutes Sorting out

 Teacher informs the students about solving additional Group Materials
division problems.

 Teacher asks students to take out counters, jelly beans, or

any other objects

 Students are asked to form equations based from the jelly

beans or any other objects. Teacher asked the students to
write the equation on the board. These are the samples of
the questions.

8÷2=4

10 ÷ 2 = 5
 14 ÷ 2 = 7

15 minutes Going further

Group Materials
 Teacher explains and clarifies the answer and the steps to
solve the questions.

10 minutes Making conclusions

 Teacher recaps the lesson and gives extra homework for the Individual Materials
students.

Teacher’s additional
comments/reflectio
n
Teacher: Ms. Nurulain, Ms. Pushpaa, Subject: Math Class: Grade 3 Duration: Week 11 (2 periods)
Ms.Izni, Ms. Nanthene LP 1
Key Concepts: Topic/Title: Division (with and without remainder)
 Responsibility
 Causation
 Change
Essential Questions:
 How can we divide correctly with remainder?
Objectives: As a result, students will:
 K: Know to divide whole numbers with remainders using base blocks and standard algorithm.
 U: Understand the attempt to solve division problem using base blocks and standard algorithm.
 D: Be able to make an attempt to answer questions based from the topic.
Time duration Strategies for Teacher /Student activity Assessment (tools Differentiation (form, materials, groups, names)
&strategies)
15 minutes Tuning in  Teacher shows some problem solving questions on the
board. Type of questions, Materials
 Teacher gives tips on how to analyses the questions well Individual
and how to solve the equation using base blocks and
algorithm.
 Students listen carefully to teacher’s instructions.

15 minutes Finding out

 Teacher build another problem with base ten blocks Individual Materials
 Teacher tells students that they need to analyses question
carefully.
 Teach the standard algorithm for the same example and
discuss how the algorithm is connected to the visual
representation

15 minutes Sorting out

Pair Materials
 Teacher hand out base ten blocks so that every student has
a set.
 Teacher write a problem on the board and have students
build it with a partner. Then have them draw their solution in
their own math notebook.

 Teacher goes around checking whether the students are

doing their work and they really understand the lesson.
15 minutes Going further
Individual Materials
 Teacher explains and clarifies the answer and the steps to
solve the questions.

10 minutes Making conclusions

 Teacher recaps the lesson and gives extra homework for the Individual Materials
students.

Teacher’s additional
comments/reflectio
n
Teacher: Ms. Nurulain, Ms. Pushpaa, Subject: Math Class: Grade 3 Duration: Week 11 (2 periods)
Ms.Izni, Ms. Nanthene LP 2
Key Concepts: Topic/Title: Division (with and without remainder)
 Responsibility
 Causation
 Change
Essential Questions:
 How can we divide correctly by using one specific method?
Objectives: As a result, students will:
 K: Know that there are steps to divide correctly
 U: Understand the attempt to solve division problem
 D: Be able to make an attempt to answer the given exercise
Time duration Strategies for Teacher /Student activity Assessment (tools Differentiation (form, materials, groups, names)
&strategies)
15 minutes Tuning in  Teacher shows some problem solving questions on the
board. Type of questions, Materials
 Teacher gives tips on how to analyses the questions well Individual
and how to answer.
 Students attempt to answer the given question on the board
by guessing.

15 minutes Finding out

 Teacher asks students to sit with their partner. Individual Materials
 Teacher gives students the same strip of problems as their (Differentiation)
partner so they can work together to solve.
 Students come up with their answers and do peer checking.

15 minutes Sorting out

 Teacher group students into smaller groups and gives Group Materials
different equation based on student’s capability. (Note: in (Differentiation)
this scenario, you will have more than one group reviewing
each strip of problems).
 Students discuss in their respected groups and come up
with the solution and present in the class.
 Teacher goes around checking whether the students are
doing their work and they really understand the lesson.

15 minutes Going further

Individual Materials
 Teacher explains and clarifies the answer and the steps to
solve the questions.

10 minutes Making conclusions

  Teacher recaps the lesson and gives extra homework for the Individual Materials
students.

Teacher’s additional
comments/reflectio
n
Teacher: Ms. Nurulain, Ms. Pushpaa, Subject: Math Class: Grade 3 Duration: Week 11 (2 periods)
Ms.Izni, Ms. Nanthene LP 3
Key Concepts: Topic/Title: Division (with and without remainder)
 Responsibility
 Causation
 Change
Essential Questions:
 How can we divide correctly by having remainders?
Objectives: As a result, students will:
 K: Know that there are steps to divide correctly
 U: Understand the attempt to solve division problem involving remainders
 D: Be able to make an attempt to answer the given exercise
Time duration Strategies for Teacher /Student activity Assessment (tools Differentiation (form, materials, groups, names)
&strategies)
15 minutes Tuning in  Teacher shows some problem solving questions on the
board which having remainders. Type of questions, Materials
 Teacher gives tips on how to analyses the questions well Individual
and how to answer.
 Students attempt to answer the given question on the board
by trying to solve the equations on the board,

15 minutes Finding out

 Teacher asks students to form their own groups. Individual Materials
 Teacher distributes questions to all the groups according to (Differentiation)
the level of difficulty.

15 minutes Sorting out

 Students discuss in their respected groups and come up Group Materials
with the solution and present in the class. (Differentiation)
 Teacher goes around checking whether the students are
doing their work and they really understand the lesson.

15 minutes Going further

Individual Materials
 Teacher explains and clarifies the answer and the steps to
solve the questions.
 Teacher gives worksheets to students to check their
understanding.

10 minutes Making conclusions

 Teacher recaps the lesson and gives extra homework for the Individual Materials
students.

Teacher’s additional
comments/reflectio
n
Teacher: Ms. Nurulain, Subject: Math Class: 3 Duration:
Ms. Pushpaa, Ms.Izni, Week 12 (2 periods)
Ms. Nanthene LP 1
Key Concepts: Topic/Title: Multiplication and Division (Word
 Form Problem)
 Connection
 Responsibility
Essential Questions:
 What are the keyword that represents multiplication and division?
 How to choose between multiplication and division for the word problem given?
Objectives: As a result, students will:
 K: Know the keywords that represents multiplication and division
 U: Understand that the correct spelling of words is important
 D: Be able to chose the correct operation (multiplication or division) for the word problem given.
Time duration Strategies Teacher /Student activity Assessment (tools Differentiation (form, materials, groups,
for &strategies) names)
15 minutes Tuning in  Teacher shows some word problem solving questions on the board. Individual Type of questions, Materials
 Teacher gives tips on how to analyses the questions well and how to
answer.

15 minutes Finding out  Teacher recalled to students the way on how to answer the questions. Individual Materials
 Teacher tells students that they need to analyses the number
carefully.
 Teacher asks students to identify the key words in the word problems.
15 minutes Sorting out  Teacher gives the paper of questions to students for them to practice. Individual Materials
The questions can be downloaded from this link:
https://drive.google.com/file/d/0Byr_Cmyf5_RyUE1rVjVwblN4d28/
view
 Teacher goes around checking whether the students are doing their
work and they really understand the lesson.
15 minutes Going  Teacher explains and clarifies the answer and the steps to solve the Individual Materials
further questions.
10 minutes Making  Teacher recaps the lesson and gives extra homework for the Individual Materials
conclusions students.
Teacher’s additional Homework Individual Materials
comments/reflection
Teacher: Ms. Subject: Math Class: 3 Duration: Week 12 (2 periods)
Nurulain, Ms. LP 2
Pushpaa,
Ms.Izni, Ms.
Nanthene
Key Concepts: Topic/Title: Multiplication and Division (Word Problem)
 Form
 Connection
 Responsibility
Essential Questions:
 What are the keyword that represents multiplication and division?
 How to choose between multiplication and division for the word problem given?
Objectives: As a result, students will:
 K: Know the keywords that represents multiplication and division
 U: Understand that the correct spelling of words is important
 D: Be able to chose the correct operation (multiplication or division) for the word problem given.
Time duration Strategies Teacher /Student activity Assessment (tools &strategies) Differentiation (form, materials,
for groups, names)
15 minutes Tuning in 1. Teacher displays a mixture of words on the board. Here are the
list of words :
 Times
 In all
 Each
 Per
 Twice
 Product
 Area
 Factor
 Multiple
 Multiple by
 All together
 Double
 Share
 Half
 Same
 Split
 Divisor
 Equal group
 Separate
 Divided by
 Shared equally
 Distribute
 Cut up
2. Teacher asks students to classify these words into two group:
Multiplication and Division.
15 minutes Finding out 1. Teacher explains the key word for Multiplication and Division
Multiplication Division

 Times  Share
 In all  Half
  Each  Same
 Per  Split
 Twice  Divisor
 Product  Equal group
 Area  Separate
 Factor  Divided by
 Multiple  Shared
 Multiple by equally
 All together  Distribute
 Double  Cut up

2. Teacher explains how to detect which operation to use by

looking at the questions. Example
WHEN TO MULTIPLY? WHEN TO DIVIDE?

How many in all? Split into equal groups

What is the product? How many in each group?
What is the whole? ___ times less than
What is the total? Split whole
Multiples Number in each group
What is the number Number of groups
altogether? How many equal groups?

15 minutes Sorting out Math Detective activity

1. Teacher distributes 2 word problems to each group.
2. Teacher asks the students to solve the problems by choosing
the correct operations by using the key word discussed earlier.
15 minutes Going 1. Choose 2 students from each group. These 2 students will go to
further other group and check the work done by the other group.
2. Students share their reflection.

10 minutes Making 1. Teacher reviews back the keywords to detect which operation is
conclusions suitable. Students are encouraged to solicit more inquiry
questions regarding Word Problem
2. Students will be given a reflection prompts and students will
supply the reflection using the sentences from the prompts.
Teacher’s additional Homework
comments/reflectio
n

Teacher: Ms. Nurulain, Ms. Pushpaa, Subject: Math Class: Grade 3 Duration: Week 12 (2 periods)
Ms.Izni, Ms. Nanthene LP 3
Key Concepts: Topic/Title: Multiplication and Division (Word Problem)
 Responsibility
 Causation
 Change
Essential Questions:
 What are the keyword that represents multiplication and division?
 How to choose between multiplication and division for the word problem given?
 How to apply these operations in real-world contexts.
Objectives: As a result, students will:
 K: Know the keywords that represents multiplication and division
 U: Understand that the correct spelling of words is important
 D: Be able to choose the correct operation (multiplication or division) for the word problem given.
Time duration Strategies for Teacher /Student activity Assessment (tools Differentiation (form, materials, groups,
&strategies) names)
15 minutes Tuning in  Teacher asks students, “How is multiplication related to division?”
 Teacher gives tips on how to analyses the questions well and how Type of questions, Materials
Individual
to answer.

 Students attempt to answer teacher’s question by giving

evidence.

15 minutes Finding out  Teacher pose the following question on the board;
 How many boxes of crayons, with 8 crayons in each box, Individual Materials
can be made with 32 crayons?

 Teacher guide students with questions such as:

 How many 8s are in 32? 8 times what number are 32?
 How much is 32 divided by 8?

 Teacher recalled to students on the steps of answering the

questions correctly.

15 minutes Sorting out

 Teacher gives the paper of questions to students for them to Individual Materials
practice.
 The questions can be downloaded from this link: Teacher gives
the paper of questions to students for them to practice. The
questions can be downloaded from this link:

www.primaryresources.co.uk/maths/docs/KT_wordprobs_multdiv1.doc

https://www.superteacherworksheets.com/word-problems-multi-step.html

 Teacher goes around checking whether the students are doing

their work and are they really understand the lesson.

15 minutes Going further

Individual Materials
  Teacher explains and clarifies the answer and the steps to solve
the questions.

10 minutes Making conclusions

 Teacher recaps the lesson and gives extra homework for the Individual Materials
students.

Teacher’s additional
comments/reflectio
n