Free 3rd Grade Interpret Whole-Number Quotients Of Whole Numbers Lesson Plan

Topic:Interpreting Whole-Number Quotients of Whole Numbers

Objectives & Outcomes

• Understand the concept of a whole number quotient as the result of a division problem, and be able to 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.
• Apply the concept of a whole-number quotient to solve real-world problems involving partitioning and sharing, e.g., sharing a budget equally among friends or dividing a piece of cake among guests.

Materials

• Whiteboard or chalkboard
• Markers or chalk
• Handouts with division problems (56 ÷ 8, 32 ÷ 4, 14 ÷ 2, etc.)
• Pencils or pens

Warm-Up

• Write the number 56 on the board. Ask students if they think that number is divisible by any whole numbers smaller than itself. (Yes, the number 56 is divisible by both 28 and 14.) Write the numbers 28 and 14 on the board, and ask students if they think those numbers are divisible by any whole numbers smaller than themselves. (Yes, the numbers 28 and 14 are divisible by both 7 and 4.) Write the numbers 7 and 4 on the board, and ask students if they think those numbers are divisible by any whole numbers smaller than themselves. (No, the numbers 7 and 4 are not divisible by any whole numbers smaller than themselves.)
• Ask students what they know about division. Write their responses on the board.
• Write the number 56 on the board. Ask students if they think that number is divisible by any whole numbers greater than itself. (No, the number 56 is not divisible by any whole numbers greater than itself.) Write the numbers 52, 48, 44, 40, 36, and 32 on the board, and ask students if they think those numbers are divisible by any whole numbers greater than themselves. (No, the numbers 52, 48, 44, 40, 36, and 32 are not divisible by any whole numbers greater than themselves.)
• Ask students what they know about division. Write their responses on the board.

Direct Instruction

• Explain to students that when a whole number is divided by another whole number, the result is a quotient. A quotient is the whole number that is left over after one whole number is divided by another. For example, when 56 is divided by 8, the result is a quotient of 6, because 6 is the whole number left over after 56 is divided by 8.
• Write the number 56 on the board. Ask students if they think that number is divisible by any whole numbers smaller than itself. (Yes, the number 56 is divisible by both 28 and 14.) Write the numbers 28 and 14 on the board, and ask students if they think those numbers are divisible by any whole numbers smaller than themselves. (Yes, the numbers 28 and 14 are divisible by both 7 and 4.) Write the numbers 7 and 4 on the board, and ask students if they think those numbers are divisible by any whole numbers smaller than themselves. (No, the numbers 7 and 4 are not divisible by any whole numbers smaller than themselves.)
• Ask students what they know about division. Write their responses on the board.
• Write the number 56 on the board. Ask students if they think that number is divisible by any whole numbers greater than itself. (No, the number 56 is not divisible by any whole numbers greater than itself.) Write the numbers 52, 48, 44, 40, 36, and 32 on the board, and ask students if they think those numbers are divisible by any whole numbers greater than themselves. (No, the numbers 52, 48, 44, 40, 36, and 32 are not divisible by any whole numbers greater than themselves.)
• Ask students what they know about division. Write their responses on the board.

Guided Practice

• Divide the number 56 by the numbers 8, 7, and 4 on the board, leaving the quotients unstated.
• Ask students if they can explain why the quotients are as they are.
• Provide assistance as needed.

Independent Practice

• Have students work in pairs to partition a set of objects into equal shares.
• Ask each pair to come to the board and show their partitioning process, including any calculations that were used.
• Encourage students to discuss their partitioning strategies and check their work with each other.

Closure

• Review the concept of a whole-number quotient and how to interpret it using shares and equal-sized partitions.
• Ask students to share their favorite partitioning strategy and why they liked it.

Assessment

• Observe students during independent practice to see if they are able to use their partitioning strategy to find the number of shares and equal-sized partitions.
• Evaluate students' partitioning diagrams to see if they accurately reflect the number of shares and equal-sized partitions.
• Have students complete a written reflection on their experience with interpreting whole-number quotients. This could include their favorite partitioning strategy and why they liked it, as well as any challenges they faced during independent practice.