Name: Mr.

Grathwohl Overview
Unpacked Benchmark, CDAS, CRS, or IL State Standards.

Subject/Time: Math/30 min

Date: 3/14/13

The Partial-Quotients Division Key Lesson Elements What is the Teacher Doing? What are the Students Doing?
Do Now (3-5 minutes): All students are writing in response to the math message at level 0 from their seats.

IL Standard/benc hmark: 6.C.2a Select and perform computational procedures to solve problems with whole numbers, fractions, and decimals. IAF: Model and apply basic multiplication and division facts (up to 12x12), and apply them to a related multiples of 10 (e.g., 3x9=27, 30x9=270, 6/3=2, 600/3=200). STEP 1

Teacher directs students to complete math message upon entrance Math Message: Doddie is 127 days older than Marlan. How many weeks is that? Teacher will circulate and share strategies as walking throughout the class. Attention Signal Clap once; clap twice, pencils down in 5.

Students are responding to the math message questions.

Anticipate: Students may know all information necessary to solve this problem but be unable to connect the relationships to math in order to solve the problem. Some students may use an addition strategy adding seven all the way up to 18 and then stop counting and find that it isnt even. Others may use division and find that there are 18 weeks with a remainder. Some students may use fraction button on calculator to find 18 1/7 or 18 weeks and 1 day.

STEP 5

State Lesson Objective & Lesson Agenda

SWBAT

Use partial-quotients division algorithm to solve division problems

Do Now: 3-5 minutes Follow up: 2 minutes Model: 3 minutes 10 Exit Ticket: 4-5 minutes

STEP 6
I Do Input (1-2 Key teaching points): 2 minutes Have students turn and talk about the math message (30 seconds) and then allow students to share out (cold call 2-3 students) What do we know about the question and what is being asked? 7 days are in 1 week. And there are 127 days that we are converting to weeks. Teacher will link this question to yesterdays lesson by showing students how to break number into friendly numbers. Model: Partial Quotients does the same thing as the partial products and partial sums methods that weve practiced before. They all help make the process of adding, subtracting, multiplying and division a lot easier. First thing first for this Partial-Quotients Algorithm. Write the problem down long division form. 7|127 Next draw a vertical line to the right to separate the subtraction part from the partial quotients. You will list partial quotients to the right of this line. We will use multiplication facts to help us solve this problem. Lets start with some friendly numbers. What is the product of 100 groups of 7?

Students are present during discussion and at level 0 as speaker are talking.
Anticipate: Some students may suggest breaking 127 into friendly numbers. (i.e., 127 = 70 + 57; 10 groups of 7 + 8 groups of 7 with a remainder of 1) We know there are 7 days in 1 week so for every 7 days there is 1 week. 127/7

100 x 7= 700. This is way too much to fit into 127, so lets go to a smaller number. What is the product of 50 groups of 7? 50 x 7 = 350. Still too large. What is the product of 20 groups of 7? 20 x 7 = 140. Still too high. What is the product of 10 groups of 7? 10 x 7 = 70. We can take this out. Circle this 10. Now to the left side of the line. 127-70 = 57. Now back to the right side. Now we are trying to find out how many groups of 7 can get rid of this 57. We know 10 groups are too high. 8 groups of 7 = 56. Circle this 8. 57-56 = 1. Now we can find the sum of the groups that we used on the left side. 10 + 8 = 18 with a remainder of 1.

STEP 7
Objective(s) SWBAT: We Do Guided Practice: Check for Understanding: Students

SWBAT:

STEP 2

Use partialquotients division algorithm to solve division problems

Lets try this together. Take 1 minute to fight through this problem on your own using just the example on the board. (Teacher hands out a practice page with a blank back side) Flip this paper over to the blank side and our first step is to write the problem down. Encourage students to use the board example. Give students 1 minute to work through. Then debrief with the following questions. 4|322 Who can help us with our second step? Draw a line to the right of the problem. Who can help with what to do next? Find friendly multiplication facts that can help get rid of the dividend. What do we do when we find a friendly fact? Circle the number of groups and subtract the product from the left side (or dividend). Repeat this step until you get down to 0 or a remainder. You have a video on your iPad that will

Students work through this problem alone at level 0 for 1 whole minute. Some students may become frustrated, teacher will calm them and tell them that they are supposed to struggle at first, and it is okay to stretch your brain.

As teacher and students debrief 1 student is speaking at a time and students are tracking the board and/or speaker. Students may also be writing the information down.

go through a few more examples with you. If at any time you feel you dont need the video any more then feel free to go on without it. After this example and direction teacher will say I have videos that will provide support during your independent and guided practice. Ready to transition in 10. After all students are at level 0 ready to transition teacher will switch front and back groups. STEP 8

Students are ready to transition in position 1 at level 0. Front and back groups transition. Vocabulary words/Key Concepts: You Do Independent Practice: Check for Understanding:

Partial-Quotients

CAN HAPPEN AT ANY STEP

Modifications/ Accommodations Give verbal directions in clearly stated steps. (J.R.) Ask student yes/no questions. (J.R.) Ask student to summarize information to check for understanding. (J.R.) Provide extra examples when teaching new vocabulary/concepts. (J.R.) Offer choices for responses. (J.R.) Embed choices when eliciting information. (J.R.) Reinforce assignments with verbal instruction. (J.R.) Explain directions and give concrete examples. (J.R.) Ask student to repeat directions back to confirm understanding. (J.R.) Provide motivation and verbal rewards on a daily basis. (J.R.) Peer buddy. (J.R.)

Monitor student work through circulation. If you need help go back to your assigned video on an iPad. After Independent Practice Complete Exit Ticket. After Exit Ticket complete Level E; H.2 H.4 Stop all students for exit ticket with at least 7 minutes left in class. After IXL, teach students to play the Division Dash Game Game Procedures: Find a partner (students will be assigned partners, earlier finishers will be partners by default) Students will use a score sheet like the following and use a deck of cards 1-9. Shuffle the cards and place the cards number side down in 1 deck. Player 1 will draw 3 cards and place them in a left to right order. The first 2 cards will become the dividend (i.e., 9 and 6 become 96). The third card with be the divisor. Solve for the quotient and the quotient will become the score. Your new quotient will be added to your previous score for each turn.

Students use the iPad to help them work through guided practice problems and then begin independent practice without the video when they feel ready. The following students will need extra supports. These students will be given base ten blocks with a video that supports a conceptual understanding of the groups with a worksheet that has smaller numbers (i.e., 4|48 show a group of 48 blocks. Then create 4 equal groups. You make need to make fair trades among the pieces to make your groups equal.) Krystal, Kearye, Artez Jennifer, Ciara, Jalen Challenge sheet will be prepared for the following (i.e., students will be given problems with 2 digit divisors): Skylar, Caine, Angelica, Angel, Amanda Kaylon, Devantae, Sorrell, Jadai F, Jada C, Destiny,

STEP 4

STEP 9

Exit Ticket (aligned to lesson objective) or assessment:

Students respond exit slip questions at level 0. When they finish they are directed to go back to independent work.

STEP 3
Materials & Technology

iPads Videos MJ p 101, 102 MM104

Closing/Preview for next lesson: Students who complete exit slip are directed back to independent work at level 0.

STEP 10

CAN HAPPEN AT ANY STEP Homework: SJ 4.2 STEP 11