Melissa Durso

Grade: 1
Standards:

CCSS.MATH.CONTENT.1.NBT.C.4

Add within 100, including

adding a two-digit number
and a one-digit number, and
adding a two-digit number
and a multiple of 10, using
concrete models or drawings
and strategies based on
place value, properties of
operations, and/or the
relationship between
addition and subtraction;
relate the strategy to a
written method and explain
the reasoning used.
Understand that in adding
two-digit numbers, one adds
tens and tens, ones and ones;
and sometimes it is
necessary to compose a ten.

April 22nd, 2016

Math 8-8 Sharing Seeds
Materials:
Chart paper
Lima beans

Objective: Students will be able to find fractional parts of collections by dividing

seeds evenly.
Introduction/Engagement:

Boys and girls, we have been working with equal parts on one whole.

Today we are going to expand on that idea by sharing seeds!

Knowing how to share items such as seeds can become useful when you are
older and want to give each of your friends the same number of cookies.

Model:

I have 14 seeds and want to share with one other person, so I total of two
people.
I know I can just divide 14 in half which gives me 7 for each person.
OR I can distribute the seeds one by one until I have no seeds left.
Now more friends decided to come over. Now I have a total of 7 people!
I now need to divide them up evenly between 7 people.
I can either distribute one by one or I can divide yet again.
On my chart paper I will draw the number of people and the number of seeds.
I will think aloud and draw for the students to be able to mimic what I am doing.
I can also show them the relationship between the mathematical sentences.
Thumbs up if we understand how to share seeds evenly amongst a group of
people.

Guided:

I will put some of the lima beans on the floor.

We will count out together 12 lima beans.
If you shared with a friend how many seeds would each of you get?
o Students will answer with 6 seeds.
o How did you know?
Students will separate the lima beans on the floor and I will also draw on the
chart paper.
Once the students have separated the lima beans, I will ask how many halves do
we have.
o If this is one half, what is the other?
Now we have three people who need seeds.
If we have 12 seeds how can we share them evenly?
Students will be able to come up multiple ways to divide them evenly.
Each friend will have four seeds.
What do we notice? How many piles are these seeds divided up equally?
Students should be able to tell me thirds.
We will count the thirds together.
On chart paper I will write
of 12 seeds = 6 pennies
o Numerator, denominator?
1/3 of 12 seeds = 4 pennies
I will prompt the students to get into small groups based on classroom
management.
I will model how I want the students to complete their independent work.

Independent:

Groups of students will get different sharing word problems based on their
mathematical strength.
Students will be able to use lima beans as a support if needed.
I will walk around and ask student questions to promote higher order thinking.

Assessment:

Thumbs up
Discussion
Homework

Accommodation:

Relation to earth day.

Relation to our science unit (plants).
Small groups
Differentiated groups
Tactile learning
Visual learning

Homework:
Homework link 8-8