Grade 3 Mathematics: Multiplication and Division Problem Solving – Week 7 Term 4

1. Multiplication

Repeated addition of equal groups (e.g., 3 groups of 5 = 5 + 5 + 5 = 15)

2. Division

Sharing equally or grouping into equal parts (e.g., 15 ÷ 3 = 5)

3. Product

The answer to a multiplication problem (e.g., in 4 × 5 = 20, the product is 20)

4. Equal groups

Groups that have the same number of items in each group

5. Remainder

The amount left over when dividing (e.g., 13 ÷ 5 = 2 remainder 3)

Hook Activity:

Show learners a picture or real tuckshop items (e.g., 5 packets of chips at R2 each). Ask: “If I buy 5 packets of chips and each costs R2, how much will I spend altogether?” Allow learners to discuss in pairs how they would solve this problem.

Introduction Activities:

• Mental Maths Warm-up: Quick-fire questions on multiplication facts (2s, 5s, 10s) – e.g., “What is 6 × 2? 4 × 5? 7 × 10?”
• Number Pattern Review: Count together in 2s from 0 to 20, in 5s from 0 to 50, and in 10s from 0 to 100
• Introduction to Problem Solving: Explain that today learners will become “problem-solving detectives” who must decide whether to multiply or divide to solve problems

Direct Instruction (12 minutes):

Teaching Key Strategy – Identifying Operation Type:

• Display Problem 1: “Thabo has 4 bags of marbles. Each bag has 5 marbles. How many marbles does he have altogether?”
• Guide learners to identify clue words: “each,” “altogether” suggest multiplication
• Model solving: Draw 4 bags with 5 circles in each, show repeated addition (5+5+5+5), then write number sentence 4 × 5 = 20
• Display Problem 2: “Nomsa has 20 sweets. She shares them equally among 5 friends. How many sweets does each friend get?”
• Guide learners to identify clue words: “shares equally,” “each” suggest division
• Model solving: Draw 20 circles, group into 5 equal groups by circling, count items in each group, write 20 ÷ 5 = 4

Guided Practice (15 minutes):

Activity: Problem-Solving with Manipulatives

• Provide each group with counters/beans and problem cards
• Problem 1: “A farmer has 6 baskets. He puts 10 eggs in each basket. How many eggs does he have?”
• Problem 2: “There are 30 learners in class. The teacher wants to make 5 equal groups. How many learners in each group?”
• Learners use counters to model and solve, then write number sentences
• Teacher circulates, asking questions: “Why did you choose multiplication/division? Can you show me with the counters?”
• Share solutions as a class, discussing different strategies used

Independent Practice (13 minutes):

Activity: Problem-Solving Worksheet

Learners complete a worksheet with 6 word problems involving multiplication and division. Problems include:

• “Sipho buys 8 pencils. Each pencil costs R5. How much does he spend?” (8 × 5 = 40)
• “A box has 25 chocolates. 5 children share them equally. How many chocolates does each child get?” (25 ÷ 5 = 5)
• “There are 7 rows of desks. Each row has 10 desks. How many desks are there?” (7 × 10 = 70)
• “Mom has 40 biscuits. She puts 10 in each packet. How many packets does she make?” (40 ÷ 10 = 4)
• “A shop has 9 shelves. Each shelf has 2 boxes. How many boxes are there?” (9 × 2 = 18)
• “Share 50 stickers equally among 10 learners. How many does each learner get?” (50 ÷ 10 = 5)

Learners must draw pictures or use counters to show their thinking, write the number sentence, and solve.

Consolidation Activity:

Think-Pair-Share:

• Display two problems side by side without answers
• Learners think individually about which operation to use and why (1 minute)
• Pair up and explain their reasoning to a partner (2 minutes)
• Share as a class – reinforce key clue words and when to multiply vs. divide

Exit Ticket:

Each learner writes one word problem (either multiplication or division) on a sticky note and solves it. Teacher collects for assessment. Example prompt: “Write a problem about sharing sweets OR buying items at the shop.”

📝 Formative Assessment

• Observe learners during guided practice – Are they selecting the correct operation?
• Listen to partner discussions – Can they explain their reasoning?
• Check use of manipulatives – Are learners modeling correctly?
• Monitor independent work – Are number sentences accurate?

📋 Summative Assessment

• Exit ticket – Can learner create and solve own problem?
• Independent worksheet completion – Accuracy of solutions
• Quality of explanations and drawings

🤝 For learners who need support:

• Provide multiplication tables chart (2s, 5s, 10s) as reference
• Use smaller numbers in problems (e.g., up to 5 × 5 instead of 10 × 10)
• Allow continued use of concrete materials throughout independent work
• Pair with a supportive peer during activities
• Provide sentence starters: “I used multiplication because…” or “I used division because…”
• Focus on problems with 2s and 5s only

🚀 For advanced learners:

• Challenge with two-step problems (e.g., “Buy 3 items at R5 each, pay with R20, how much change?”)
• Include problems with remainders (e.g., “Share 23 sweets among 5 children”)
• Ask them to create their own challenging word problems for classmates
• Extend to multiplication/division with 3s and 4s
• Introduce problems requiring mental calculation strategies

♿ For learners with barriers:

• Read problems aloud to learners or pair with a reading buddy
• Use visual aids and real objects instead of abstract problems
• Break problems into smaller steps with teacher guidance
• Allow drawing/pictorial responses instead of written number sentences
• Provide problems in home language where possible
• Use one-to-one instruction for concept clarification

✅ What worked well:

[To be completed after lesson – Consider: Did learners engage with manipulatives? Were the problems at the right level? Did they understand the difference between operations?]

🔧 What could be improved:

[To be completed after lesson – Consider: Which learners need additional support? Were there any misconceptions to address? Did timing work well?]

📝 Notes for next lesson:

[To be completed after lesson – Consider: Topics that need revision, learners requiring intervention, areas to extend in next lesson]