91DivisionasSharing

Author:ErinBrown Datecreated:11/25/201311:41AMPSTDatemodified:11/26/20137:18PMPST

VITALINFORMATION
Subject(s) Mathematics LessonTopic/Title DivisionasSharing Grade/Level Grade3 ELDLevel IntermediateandEarlyAdvanced: PartI:InteractinginMeaningfulWays A.Collaborative,1.exchanginginformationandideaswithothersthroughoralcollaborativediscussions onarangeofsocialandacademictopics. A.Collaborative,3.offeringandsupportingopinionsandnegotiatingwithothersincommunicative exchanges. B.Interpretive,5.listeningactivelytospokenEnglishinarangeofsocialandacademiccontexts. C.Productive,12.selectingandapplyingvariedandprecisevocabularyandlanguagestructuresto effectivelyconveyideas. ContentObjective Content:"Studentsusemodelstosolvedivisionproblemsinvolvingsharingandrecordsolutionsusing divisionnumbersentences"(enVisionMATH2009). Language:Studentswillunderstand"division"asanoperationyoucanusetofindhowmanyareineach group.Studentswillalsocometoassociatekeyphrasessuchas"sharedequally,""distributedequally,"and "equalgroups"withdivision.Inadditiontohearingthesewords/phrases,Iexpectstudentstobeginusing thetermsdividend,divisor,andquotientwhentalkingaboutdivisionproblems. Summary StudentswillexploredivisionassharingbyusingmodelssuchasZiplocbaggiestorepresentnumberofequal groupsandstampsandtilestorepresentthenumberineachgroup.Studentswillthenwritecorresponding divisionsentences.

IMPLEMENTATION
PriorKnowledge Studentsreceivedbriefinstructionondivisionconceptsandfactsattheendofsecondgrade.Inlettersthat studentswrotetomycooperatingteacherandmyselfatthebeginningoftheyear,severalstudents expressedthatdivisionwasthemostdifficulttopictheycoveredinsecondgrademathematics.Before Thanksgivingbreak,wediscussedtheupcomingunitondivision(whichwillbegindirectlyaftertheweeklong holiday).Atthistime,studentsappearedapprehensiveandagainexpressedsentimentssuchas,"thatwas soconfusing"and"Idon'tgetdivision." EnVisionMATHusescontentstandardsfromGrade2inthisunit,becausetheconceptsareoriginallycovered inthesecondgrade. KeyVocabulary Division Dividend Divisor Quotient EqualGroups SharedEqually AnticipatorySet

Asaclass,wewillcreateanoperationsanchorchart. Foreachoperation,wewilllabelthedigitsandanswersandcomeupwithkeyphrasesassociatedwith theoperations. Addition:addend+addend=sumphrases:altogether,inall,total,plus,morethan,combined Subtraction:minuendsubtrahend=differencephrases:difference,lessthan,minus,take away,fewer,leftover,remain,howmanymore Multiplication:factorxfactor=productphrases:times,inall,product,triple,twiceasmany, multiple,multipliedby Division:dividend/divisor=quotientphrases:equalgroups,sharedequally,distributed, separated,brokeninto Theseactivitieswillhelpstudentsrecallwhatwehavelearnedaboutthepastthreeoperationsand primethemforthenextoperation,division. Afterwemakeone,Iwillbringoutalargescale,premadeanchorchartwiththesameinfoforstudents torefertothroughoutthelearningsegment.

Instruction

Iwillposeawordproblemtostudentsthatwillrequiretheuseofdivision.Wewillthenwalkthrough

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solvingtheproblemtogetherwithmanipulatives. "Yesterday,Iwenttotheteacherstorewithtwoofmyfriendsandweboughtapackageof18 stamps.Wewanttosplitthemequallybetweenthethreeofus.Howmanystampswouldwe eachget? IwillhavethreestudentsgotothefrontoftheclassholdingplasticZiplocbaggies.Another studentwillthendistributethestampsequallyamongstthethreebags. Whenthestampsareequallydistributed,Iwillaskstudentswhatthedivisionsentenceis. IwillwritethedivisionsentencedownandthenpointtoeachpartasIsay,"18stampsshared equallyby3friendsgives6stampstoeachfriend,so18dividedby3equals6." Iwillthenposeanotherwordproblemtomystudentsusingthesamemanipulatives. "WhatifIonlywantedtosharemy18stampswithoneotherperson.Howmanystampswould weeachget?" Again,IwillhavetwostudentsgotothefrontoftheclassholdingplasticZiplocbaggies.Another studentwillthendistributethestampsequallyamongstthetwobags. Whenthestampsareequallydistributed,Iwillaskstudentswhatthedivisionsentenceis. IwillwritethedivisionsentencedownandthenpointtoeachpartasIsay,"18stampsshared equallyby2friendsgives9stampstoeachfriend,so18dividedby2equals9." Next,Iwillposeawordproblemusingthestamps. "Ipicked12applesupinJulian,andIwanttogiftthemtomyfamily.Ihavethreepeopleinmy family,sohowmanyappleswouldtheyeachget?" Iwouldstampout12apples,drawthreeboxes,andstampout12moreapples,dividingthem betweentheboxes. Iwouldaskstudentstogivemethedivisionsentence. Finally,Iwouldgiveastampproblemdepicting10/5=2,andaskstudentstogivemethedivision sentence(withoutastoryproblem)afterdiscussingwithapartner. Attachments: 1. StampProblems.jpegThisisacopyofthethirdandfourthproblemsIwillpresenttostudentsduring instruction.Thefirstrequiresstudentstoknowthedivisionsentence(12dividedby3equals4)aswell asthattheapplesneedtobeevenlydistributedbetweenthethree"presents."Thesecondrequires studentstofindthedivisionsentencefromthepicture(10dividedby5equals2). GuidedPractice

StudentswillreturntotheirdeskstocompletetheReteachingWorksheetfor91. Manipulativeswillbeavailableforstudentstouse. Iwillmonitorstudentworkandhelpwhereneeded.Ifthereisalargenumberofstudentswhofeel theydonotunderstand,IwillpullasmallgroupuponthecarpettoworkthroughtheReteachingside together. Attachments: 1. Reteach91.jpegEnVisionMATH91Reteaching

IndependentPractice StudentswillcompletethePractice91worksheetforhomework. Attachments: 1. Practice91.jpegEnVisionMATH91Practice Closure The91QuickCheckwillserveasclosureforthisactivity.IwillpassouttheQuickCheck10minutesbefore theendofthemathblock.StudentswillcompletetheQuickCheckandhandittomeasanexitslipasthey leaveforlunch. Attachments: 1. QuickCheck91.jpegEnVisionMATH91QuickCheck IntelligenceInventory SampleStudentProducts TimeAllotment 1classperiods.1Hr.perclass. Author'sComments&Reflections Accommodations: ELL:AsallmyELLsareintermediateorearlyadvanced,Idonotneedtoprovideasubstantialamountof scaffoldingforthemhowever,Iincorporatedseveralhandsonactivitiesinwhichtheycanseedivision representedphysically.Thiswillreducethecognitiveloadofthelesson,ensuringthattheydonotneedto relysolelyonlisteningskillsinordertosucceed.ELLsarealsoencouragedtoseekpeersupportwhen workingonproblemsetsiflanguageisprovingtobedifficult.Intheseways,ELLscandemonstratemastery throughusingphysicalmanipulativesratherthanansweringorally. ADHDStudents:AccordingtotheirIEPs,myADHDstudentsbenefitfromvisual/picturesupportsanddirections beinggiveninavarietyofways.Thislessonisvisuallyrich,andgivesmethodsforsolvingdivisionproblems inmultipleways.Physicalmovementduringinstructionisalsocrucial,whichiswhyIplantohavemyADHD studentsstandupandholdtwooftheZiplocbaggiesduringthoseactivities. AutisticStudent:AccordingtohisIEP,myautisticstudentbenefitsfrommodifiedcurriculumandassessments. Forthisreason,IdonotexpecthimtocompletetheentireReteachingWorksheetortheQuickCheck. Dependingoninformativeassessmentsthroughouttheinstructionportionofthelesson,Iwillinstructhimto completeonlyacertainnumberofproblemsonthe91ReteachingWorksheetand91QuickCheck.

MATERIALSANDRESOURCES
InstructionalMaterials Ziplocbaggies Containerof18stamps 91ReteachingWorksheet

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91PracticeWorksheet 91QuickCheckWorksheet Manipulatives(tiles) OperationsAnchorChart Resources

Materialsandresources: PrometheanBoard DocumentCamera

STANDARDSANDASSESSMENT
Standards CACaliforniaK12AcademicContentStandards
Subject:Mathematics Grade:GradeTwoBytheendofgradetwo,studentsunderstandplacevalueandnumberrelationshipsin additionandsubtraction,andtheyusesimpleconceptsofmultiplication.Theymeasurequantitieswith appropriateunits.Theyclassifyshapesandseerelationshipsamongthembypayingattentiontotheir geometricattributes.Theycollectandanalyzedataandverifytheanswers. Area:NumberSense SubStrand3.0(KeyStandard):Studentsmodelandsolvesimpleproblemsinvolvingmultiplication anddivision: Standard3.2(KeyStandard):Userepeatedsubtraction,equalsharing,andformingequalgroups withremainderstododivision.

Assessment/Rubrics Formative:Inthislesson,Iwillassessstudentsinformallybyobservingclassdiscussions,includingtheanchor chartactivity.Iwillalsoposequestionsthroughoutthelesson,askingstudentstohelpmecomeupwith divisionsentencesaswellasexplaintheirreasoning. Summative:Therearetwosummativeassessmentsforthisactivity,the91QuickCheckwhichstudentswill completebeforeleavingforlunchandthe91PracticeWorksheetstudentswillcompleteforhomework. Thesearebothindependentassignmentsthatwillallowmetoseewhichstudentshaveageneral understandingofdivisionassharingandwhicharestrugglingwiththeconcept.Becausehomeworkis correctedatthestartofthenextday'smathlesson,Idonothavetimetoindividuallylookateverystudent's paper.Withthisinmind,IamutilizingtheQuickCheckssoIcanassessstudentunderstandingbeforethe startofthenextlesson.

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