Chelsea Mueller Lesson Plan April 11th, 2013 Subject/Topic: Divisibility Rules Grade: Third Standards: CCSS.Math.Content.3.OA.D.

.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.

Objective: Students will be able to discover the divisibility rules for the numbers two, five and ten. Materials: Worksheet with numbers to solve divisibility Answer Key Divisibility Rule Chart

Procedure: 1. Pretend to be a mind reader and call on a student to pick a two digit number. Then tell the students the numbers that it is divisible by. 2. Ask the students to check the division. 3. Explain to the students that there are rules for the numbers 2, 3, 5, 6, 9, and 10 for divisibility. 4. Tell the students I am sure that you are all great at dividing since you had your division tests yesterday! Lets test your division skills and see if we can figure out the divisibility rules for the numbers 2, 5, and 10. 5. Say to the students, Before we start I am going to do an example using the number 225. I know that 225 is not an even number, therefore it cant be divisible by 2. Lets try to divide 225 by 5 and 10 to see what we get. 6. Divide 225 by 5 and get 45. 7. Divide 225 by 10 and get 22.5. Explain to the class that in order that since 22.5 is not a whole number 225 is not divisible by 10. 8. Tell the students that now they are going to try out some problems and see if they can figure out the rules. 9. Hand out the worksheets to the class. 10. Give the students twenty minutes to work on the problems and come up with rules. 11. Walk around the classroom and monitor students work. Ask them questions like: How did you get that answer? How does that answer work? And, explain your process to me. 12. Once the students are done go over the worksheet by calling on students to answer if the questions are divisible by 2, 5, and/or 10, or none. 13. Ask the class for ideas on the rules and have them explain their responses. 14. Show the students the chart of the rules for those numbers.

15. Tell the students that the numbers 3, 6, and 9 also have rules, but we just wanted to focus on the numbers 2, 5, and 10 because they are closely related to our division unit that we just finished. Assessment: Students will have met the criteria if they can complete the divisibility problems on their own and come up with divisibility rules. Also, if they can answer the teachers questions about the problems and rules. (Formative) Management Issues/Transitions: Students will be provided time to work on the different problems. They will be allowed to ask the teacher questions throughout the time given. The students can then give their ideas about the rules after they have been looked at by the teacher walking around so that it is in a non-threatening environment. Differentiation: Have the numbers on the board of the numbers they are checking for divisibility. Students who finish early can try to check for divisibility for the numbers 3, 6, and 9, as well as developing the rule.

Example: Check 225 for divisibility by 2, 5, or 10 5 because 225 ends in 5 not 2 because 225 is not even not 10 because 225 does not end in 0

Name___________________ Divisibility Practice Determine if each number is divisible by 2, 5, or 10. Make a list under each problem. 1.) 175 2.) 2001 3.) 1452

4.) 24,510

5.) 15,000

6.) 595

7.) 900

8.) 62,100

9.) 7,412

10.) 321

Answer Key 1.) 5 2.) 3 3.) 2,3,6 4.) 2,3,5,6,10 5.) 2,3,5,6,10 6.) 5 7.) 2,3,5,6,9,10 8.) 2,3,5,6,9,10 9.) 2 10.)3