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Monday: EOG Section Test

Duration: 60 minutes
Standards: NC.3.OA.3

I Can...

• I can solve one-step multiplication and division problems with factors up to 10.
• I can represent word problems using arrays, pictures, and equations with an unknown.

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Anticipatory Activity (10 min)

• Warm-up: Quick oral quiz on multiplication and division facts (up to 10).
• Class discussion: "What do multiplication and division problems look like in real life?"

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Teacher Instruction (15 min)

• Explain the day’s plan and purpose: practice for the End-of-Grade Section Test on multiplication and division word problems.
• Model examples for each type:
  • Multiplication word problems (using arrays and equations)
  • Division word problems (using repeated subtraction and pictures)

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Student Work/Lesson Application (20 min)

• Students complete the practice test section on one-step multiplication and division word problems (factors/divisors/quotients up to 10).
• Encourage labeling with symbols for unknown numbers and drawing arrays or pictures.

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Small Group/Differentiated Instruction (10 min)

• Group A (Struggling learners & ELLs): Use problem templates with fill-in-the-blanks and sentence starters (e.g., "Each box has __ items. There are __ boxes. How many items all together?"). Use concrete manipulatives.
• Group B (On level): Practice with word problems of medium complexity using array drawings and symbolic equations.
• Group C (Advanced learners): Challenge problems involving interpreting unknown factors and drawing multiple models (arrays, repeated subtraction).

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Exit Ticket/Assessment (5 min)

• Students write 1 multiplication and 1 division word problem and show either an equation or simple diagram (array or repeated subtraction) to solve it.
• Collect exit tickets for quick review.

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Success Criteria

• Students can solve word problems without help.
• Students use arrays, pictures, repeated subtraction, or equations to model the problem.
• Students explain their thinking in simple sentences or drawings.

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Tuesday: Equal Groups and Multiplication Word Problems

Duration: 60 minutes
Standards: NC.3.OA.3

I Can...

• I can solve multiplication word problems about equal groups.
• I can draw pictures and write equations to represent multiplication problems.

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Anticipatory Activity (10 min)

• Use story prompts (e.g., "There are 5 baskets, each with 4 apples. How many apples?") for a quick group brainstorm.
• Discuss what “equal groups” means.

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Teacher Instruction (15 min)

• Model drawing equal groups and writing multiplication equations with unknowns (e.g., 5 × __ = 20).
• Use manipulatives or virtual array apps to build groups.
• Demonstrate repeated addition as an alternate strategy linking to multiplication.

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Student Work/Lesson Application (20 min)

• Solve word problems in pairs using drawings of equal groups and write matching multiplication equations.
• Use colored pencils for visual clarity (inclusive of dyslexia-friendly fonts and spacing options).

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Small Group/Differentiated Instruction (10 min)

• Struggling learners: Use physical counters to build groups; guided equation writing.
• On level: Draw arrays and write equations independently; explain their reasoning verbally or in writing.
• Advanced learners: Create own word problems involving equal groups and solve them in multiple ways (arrays, repeated addition, equation).

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Exit Ticket/Assessment (5 min)

• Solve 2 multiplication problems involving equal groups with drawings and equations.

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Success Criteria

• Correctly represent multiplication problems using arrays or equal groups.
• Write accurate multiplication equations with unknowns.
• Explain how the diagram relates to the problem.

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Wednesday: Arrays and Division Word Problems

Duration: 60 minutes
Standards: NC.3.OA.3

I Can...

• I can solve division word problems with divisors and quotients up to 10.
• I can represent division problems using arrays, pictures, repeated subtraction, and equations.

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Anticipatory Activity (10 min)

• Quick group game: “How Many in Each Group?” using a set number of counters divided into groups.

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Teacher Instruction (20 min)

• Model division problems visually, using arrays and repeated subtraction to find unknowns (unknown group size or number of groups).
• Explain the difference between multiplication and division in context.
• Draw diagrams on the board, label parts clearly using equations with unknowns.

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Student Work/Lesson Application (15 min)

• Students work in pairs to solve division word problems using repeated subtraction on number lines or drawings.
• Write matching division equations.

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Small Group/Differentiated Instruction (10 min)

• Struggling learners: Provide number lines and step-by-step repeated subtraction guides with visuals.
• On level: Solve problems using multiple models independently.
• Advanced learners: Create and explain division problems where either divisor or quotient is unknown, responding in writing and orally.

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Exit Ticket/Assessment (5 min)

• Draw an array and solve one division word problem using repeated subtraction and equations.

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Success Criteria

• Solve division problems accurately.
• Model problems with arrays, repeated subtraction, and equations.
• Understand divisor, dividend, and quotient parts.

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Thursday: Area Models and Word Problems

Duration: 60 minutes
Standards: NC.3.OA.3

I Can...

• I can use area models to solve multiplication and division word problems.
• I can explain how area diagrams relate to the problem and equations.

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Anticipatory Activity (10 min)

• Show a simple rectangle divided into rows and columns. Ask: “How many squares in total? How many in a row? How many rows?”

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Teacher Instruction (20 min)

• Teach how to build and break apart area models for multiplication and division problems.
• Demonstrate linking area parts to multiplication equations (length × width) and finding unknowns for division.

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Student Work/Lesson Application (15 min)

• Use grid paper to create area models to solve word problems provided by the teacher.
• Write multiplication or division equations to represent the model.

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Small Group/Differentiated Instruction (10 min)

• Struggling learners: Use physical grid manipulatives to count squares and highlight rows/columns.
• On level: Draw area models independently with equation writing.
• Advanced learners: Create multi-step problems involving area model reasoning with explanation.

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Exit Ticket/Assessment (5 min)

• Complete a simple area model problem with an unknown and explain their thinking in 2-3 sentences.

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Success Criteria

• Build and solve area models for word problems correctly.
• Write corresponding equations to represent the model.
• Explain their solution and diagram clearly.

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Friday: Practice & Compare Multiple Strategies

Duration: 60 minutes
Standards: NC.3.OA.3

I Can...

• I can solve multiplication and division problems using different strategies.
• I can compare approaches and explain connections between them.

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Anticipatory Activity (10 min)

• Discussion: “How can different drawings show the same problem?” Show examples (array, repeated subtraction, area model).

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Teacher Instruction (10 min)

• Model problem-solving with two or three different strategies for the same problem. Discuss similarities and differences.

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Student Work/Lesson Application (25 min)

• Solve a set of 3 problems in small groups, using different strategies (array, repeated subtraction, area model).
• Share findings and compare strategies in groups.

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Small Group/Differentiated Instruction (10 min)

• Struggling learners: Use step-by-step guided templates to compare 2 strategies.
• On level: Independently solve and compare multiple strategies.
• Advanced learners: Present a mini-lesson to classmates on their preferred strategy and why.

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Exit Ticket/Assessment (5 min)

• Write “I solved this problem by _____ and _____, and both gave the same answer because _____.”

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Success Criteria

• Correctly solve problems using multiple strategies.
• Explain and compare strategies understanding their relationship.
• Communicate mathematical thinking clearly.

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Differentiation Strategies Summary

• Visual supports: Use color-coded diagrams, large font, dyslexia-friendly fonts, and skeleton guides.
• Hands-on manipulatives: Counters, grid papers, number lines for tactile engagement.
• Sentence frames and templates: Support ELL and struggling writers.
• Advanced challenges: Open-ended problems, multiplication/division unknowns requiring reasoning and multiple methods.
• Peer support: Pairing ELLs with fluent speakers and group discussions.

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Resources Utilized

• CC-2018-NC3M-RI-TRB-L11.pdf detailed lesson structure
• Common Core NC.3.OA.3
• Standards for Mathematical Practice: Make sense of problems, model with math, and critique reasoning
• Dyslexia-friendly reading and instructional strategies

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Teachers who implement this plan will provide developmentally appropriate and standards-aligned mathematics experiences that build understanding of multiplication and division through problem-solving, visual models, and strategic thinking—all while fostering mathematical discourse and confidence!