Math lesson plan · 3rd grade (Year 4 in England) · 30 minutes
Dividing with 0 and 1
Multiplication and division
CCSS 3.OA.B.5England: Y4 Multiplication and division
Objective and success criteria
Students will: Dividing with 0 and 1.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Division facts
Leads to: the next skill in this area.
Materials: Counters for arrays, Multiplication grid, Base-ten blocks, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 4 min
- Quick retrieval from earlier learning (Division facts). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- 100 ÷ 10 = ? → 10Prompt: Think of the multiplication fact.
- 45 flowers are shared equally into 5 vases. How many flowers go in each? → 9Prompt: Sharing equally is division.
- 36 ÷ __ = 4 → 9Prompt: Division and multiplication undo each other.
Hook · 3 min
- Show an array of chairs, eggs or windows and ask how many there are without counting one by one.
- Share the objective: Dividing with 0 and 1. Read the success criteria together.
I do: model it · 7 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: 239 ÷ 1 = ?
- Step 1: 239 ÷ 1 = 239
- Answer: 239
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 6 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- 242 ÷ 242 = ? → 1Prompt: 242 shared between 242 people: how many each?
- Jamal says "13 ÷ 0 = 0." Is that right? (Yes, it is 0 / No, it is 13 / No, you cannot divide by 0) → No, you cannot divide by 0Prompt: If 13 ÷ 0 = 0, then 0 × 0 would have to be 13.
You do: independent practice · 7 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 6 questions are on the student sheet below, with answers in the key.
Exit ticket · 3 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Arjun says "11 ÷ 0 = 0." Is that right? (Yes, it is 0 / No, it is 11 / No, you cannot divide by 0) → No, you cannot divide by 0Prompt: If 11 ÷ 0 = 0, then 0 × 0 would have to be 11.
- 469 ÷ 1 = ? → 469Prompt: 469 shared into 1 group: how many in that group?
Watch out for
- Thinking multiplying always makes a number bigger.
- Dropping a zero in long multiplication when moving to the tens row.
Support and stretch
Support
- Review first: Division facts.
- Use concrete materials: counters for arrays.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/math/grade-3.
Free lesson plan from eurekami.com/lesson-plan-builder