## Description

### Learning Objectives

CCSS.MATH.CONTENT.3.OA.A.2 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. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.

### Guiding ideas

- Materials: Math notebooks and pencils (colored pencils and graph paper are good for this too)

- Slideshow file (see Supporting Files section)

- Whiteboard and markers

Go through the pictures on the slideshow and brainstorm any thoughts, observation, patterns, structures shapes, abstract meaning, and questions that come to your students” minds.

Use students’ brainstorm comments to get them to recall the Big Idea from the last lesson (Grouped number, repeated addition, and multiplication are all the same thing) and connect it to the concept of an array/rectangle and factors.

Once they have made this connection unveil the Big Idea.

**“All Rectangles are Multiplication Problems”**

-Students will write the Big Idea and their math equations from the arrays seen in the sideshow in their notebooks.

-Use the statements above the photo to apply a story for the model and to introduce concepts of variables.

Talk about all the things you can build with rectangles. Be sure to have students show their work in their notebooks.

### Student activities

**Activity : 30 min**

Students will enter the Minecraft world in groups of 2. Each student will do 2 of the 4 challenges for each part.

Challenge 1 Given scattered blocks as a prompt

a) Students will collect equal groups of different colored blocks and use them to build an array.

b) Students will fill in factors with slates at the end of the array and take a picture.

c) Students will write the multiplication equation that goes with the array.

d) Bonus: students will explain any strategies that made skip counting easier

Challenge 2 Given an equation as a prompt,

a) The student will build a model that proves the equation.

b) At the end of each row of the equation write a factor.

c) Student uses the factors to answer multiplication problem on the slate.

d) Take a photo.

Challenge 3: Build Battle

Part 1 : Students will teleport into the Build Battle rooms and give a prompt to build anything you want just as long as it is made out of rectangles. You must create at least five rectangles and let the students build for 10 minutes.

-Note if a students is having trouble coming up with ideas on what to build, refer them back to the brainstorm question of what can we build with rectangles.

Play Test

10-15 minutes

When the 10 minutes have finished students will go to their partners build and label the rec

-To maximize efficiency have the students find and write down at least 3 of their partners equations on a slate before solving the problems.

Each student should write 5 problems and solve 3 of them.

**Debrief**

10 minutes

1) 5 minutes: Students will write in their journals using the question prompt “What kind of math problem is a rectangle and how can you prove it?”

2) 5 minutes: Teacher will facilitate discussion on the classes thoughts.

### Performance expectations

Depth of Knowledge 4

1)The student was able to build and explain how a rectangle is a multiplication problem after viewing an equation.

2) The student was able to write a multiplication equation after looking at an array.

3) The student was able to collect scattered blocks and use them to build an array..

4) The student was able to explain strategies for finding a multiplication equation for a rectangle. Such as find the length and width.

5) The student was able to label factors after each row in the array.

6) The student was able to identify and solve at least 5 multiplication problems from their partners structures.

7) The student was able to take their knowledge of an array and use it in a unexpected way, such as

- To use an array as a model to solve a problem that needed multiplication (finding out how far something went or how much money was made by selling items of the same cost)

- Coding an array with code connection

Depth of Knowledge 3

1) The student was able to build and explain how a rectangle is a multiplication problem after viewing an equation.

2) The student was able to write a multiplication equation after looking at an array.

3) The student was able to collect scattered blocks and use them to build an array.

4) The student was able to explain strategies for finding a multiplication equation for a rectangle.

5) The student was able label factors after each row in the array.

6) The student was be able to identify and solve at least 5 multiplication problems from their partners structures.

Depth of Knowledge 2

1) The student was able to build or explain how a rectangle is a multiplication problem after viewing an equation.

2) The student was able to write a multiplication equation after looking at an array.

3) The student was able to collect scattered blocks and use them to build an array.

4) The student was able to label factors after each row in the array.

5) The student was be able to identify and solve at least 3 multiplication problems from their partners structures.

Depth of Knowledge 1

1) The student was able to build or explain how a rectangle is a multiplication problem after viewing an equation.

2) The student was able to collect scattered blocks and use them to build an array.

3) The student was be able to identify and solve at least 2 multiplication problems from their partners structures.

### Skills

- Creativity
- Critical thinking

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