Introduction to Division using The Door Bell Rang Book
1 Read aloud of The Door Bell Rang
Play read-aloud on The Door Bell Rang to the entire class.http://justbooksreadaloud.com/ReadToMe.php?vid=TheDoorbellRang
2 Guided Instruction and Practice
1. Watch the read aloud again, this time stop after each division problem brought up in the story. Reveal the division sentences in the classflow lesson as you go.
2. Follow classflow lesson and have students figure out the new tray of cookies grandma brings.
3. Next slide on classflow poses another problem. Suppose that Grandma had only eighteen cookies on the new tray. How many cookies would there then be altogether?
4. Final slide has students retell the story using mathematical equations and illustrations, find the answer to thirty divided by twelve, and finally invent an additional episode for the story for which they write all three division sentences and find the answer.
3 Independent Practice
Students independently compete on solving division word problems and equations.
Key Standards Supported
Operations And Algebraic Thinking
|3.OA: Multiply And Divide Within 100.|
|3.OA.7||Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.|
|Represent And Solve Problems Involving Multiplication And Division.|
|3.OA.1||Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.|
|3.OA.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.|
|3.OA.3||Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1|
|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 = ?.|