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Lesson Plan Template

  • Grade

  • Subject

  • Section

Third

Math

​

  • Competency

Division fluency up to 10

  • Aligned Standards

Operations and Algebraic Thinking

  • Strand

3.OA.A.3

  • Vocabulary

Division: The process of dividing a number into equal parts.

Number Sentence: A mathematical statement that shows the relationship between numbers using operations like addition, subtraction, multiplication, or division, often including an equality sign.

True: A statement that is correct; both sides of the equation are equal.

False: A statement that is incorrect; both sides of the equation are not equal.

Sentence Solutions

Determine If Division Number Sentences Are True or False

Prerequisite Skill

Complete Division Facts to 10

Materials and Preparation

  • Whiteboard and markers
  • TeachTastic Worksheet Pack for Determining True or False Division Number Sentences
  • Division flashcards
  • Number sentence cards for class activities

Learning Objectives

  • Students will perform division operations on both sides of a number sentence.
  • Students will compare the results to determine if a division number sentence is true or false.
  • Students will explain their reasoning for determining whether a division number sentence is true or false.

Introduction

Begin the lesson by explaining that a number sentence is like a statement in math that can be either true or false. Ask students if they have encountered situations where they needed to decide if something was true or false. Transition into the concept of checking the truth of a number sentence by using division. Write a simple example on the board, such as 8÷2=4, and discuss whether it is true or false.

Explicit Instruction/Teacher modeling

Present the number sentence 15÷5=18÷6 on the board. Demonstrate step-by-step how to solve the division on both sides of the equation. Write out 15÷5=3 and 18÷6=3. Since both sides are equal, the number sentence is true. Next, show an example of a false number sentence, such as 12÷4=6÷2, and solve it to show that 3 does not equal 3. Explain that because the two sides are not equal, the number sentence is false.

Guided Practice

Distribute the TeachTastic Worksheet Pack for Determining True or False Division Number Sentences. Work through several problems as a class, asking students to solve the division on both sides and then compare the results. Encourage students to discuss why a number sentence is true or false. Use number sentence cards in small groups, where students can collaborate to sort the sentences into "True" or "False" piles.

Independent Practice

Allow students to complete the remaining problems in the TeachTastic Worksheet Pack independently. They should solve the division problems on both sides of each number sentence and determine if they are true or false. Circulate the room to provide guidance and check for understanding.

Differentiation

Support

  • Provide additional practice with manipulatives for students who need visual support in understanding division.
  • Offer step-by-step written guides for solving number sentences.
  • Pair struggling students with a peer tutor for extra help in understanding the concept of equality.

Extension

  • Challenge students to create their own number sentences and swap them with a partner to solve.
  • Introduce more complex number sentences that involve additional operations such as multiplication or subtraction along with division.
  • Explore the concept of using multiplication to check the truth of a division number sentence.

Assessment

Use the completed worksheets and exit tickets from the TeachTastic Worksheet Pack to assess students’ understanding. Check for accuracy in solving the division problems and in their reasoning for determining the truth of the number sentences.

Review and closing

Summarize the key points of the lesson by revisiting the concept of a number sentence and the criteria for determining if it is true or false. Address any misconceptions and clarify any questions. Conclude by reminding students of the importance of checking both sides of an equation in mathematics.

Misconceptions

  • Misconception: Students may think that two numbers divided always result in a true number sentence. Correction: Emphasize the importance of performing the division on both sides and comparing the results.
  • Misconception: Students might confuse the division sign with the equality sign. Correction: Reinforce the difference between these symbols and their roles in a number sentence.
  • Misconception: Students might assume that a number sentence is false if they do not immediately recognize the division fact. Correction: Encourage them to always calculate both sides before deciding if the sentence is true or false.
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