Multiplication and Division Lesson Plan 

This Mathematics lesson was taught to my Year 3 practicum class on the topic of Multiplication and Division. This topic was quite familiar to students, as they had some prior knowledge of mental strategies that they utilised to answer multiplication equations. This lesson primarily focused on the Division side of the topic, introducing repeated subtraction to the students. However, repeated subtraction was new content for them.
The lesson began with an introduction on repeated subtraction as a method of dividing. The students and I partook in interactive instruction, as we collaboratively tried to tackle a division equation through repeated subtraction. As the teachers, we aimed to learn more about this numeracy teaching strategy to discover how this strategy can assist us in answering the equation. We decided it would be more beneficial for the students if we were to introduce two different methods of repeated subtraction. (2.5.1) Varying the methods of approaching a repeated subtraction equation assisted me in ensuring the needs of all the different learners in my classroom were met, whilst enabling the students to be actively engaged in their learning. (Eash, 2020). Providing different methods will be something I implement in my own future teaching. Students were then assigned questions they had to answer using either of the two methods they were shown prior. They were encouraged to use concrete materials such as MAB blocks as a form of manipulative to help them solve the questions.
As Division is the inverse of Multiplication, we tried to ensure that we showed a direct connection between the two concepts by showing how to approach multiplication equations and how this differed from division equations. We also encouraged students to use the concrete representations through MAB blocks to assist with their knowledge. However, it was the connections between the MAB blocks and the conceptual and procedural work that influenced mathematical learning and a deeper understanding of the inverse relationship between multiplication and division. (Bobis, Mulligan, & Lowrie, 2013). (327 words)