Explore and Experiment:

Topic/Name of Lesson: Divide a 3-digit number by a 1-digit number

CO: SWBAT accurately solve a division problem using manipulatives.

LO: Students will be able to accurately record their data when solving a division

problem.

AS: Students solved a division problem.

SIOP: Interaction, lesson delivery, strategies

Writing Traits: Organization, presentation

Big Ideas: Divide one unit at a time. Trade remainders for smaller units. When there

arent enough, make a trade.

Big Idea of problem solving: Solve part of the problem or separate the problem into

easier parts. Use a picture or diagram. Add more problems in the double planning.

Script/Double Planning:

Teacher Students

~Have students pair up and use basic ~Children pair up and play basic division,
division, multiplication, and subtraction multiplication, and subtraction flashcards
flashcards for 5 minutes for 5 minutes.

~Have students put flashcards away and ~ Students put flashcards away and gather
gather around for a developmental activity. around for a developmental activity.

~Show the students what the algorithm ~Students share their opinion on how they
looks like by demonstrating the set up of think the problem should be set up based
the algorithm using manipulatives. on teacher guidance.

~Ask children what you should do next. ~Children give suggestions for what the
teacher should do next.

~Try out what students ask you to do and ~Children say what needs to be done when
see what works. Ask children what big there arent enough to give at one time,
ideas need to be used. make a trade.
~Divide the 129 into 3 groups, 1 at a time.
(have three students sit in front and
distribute to them).
~Ask students how many each child
received.
~Have students record this information on
their worksheet in their journal, which
shows problem, set-up, steps, solution, and
big ideas.
~Give students a list of 10-20 more
problems like we just did and have them
work in groups of 2 to explore and
experiment. Tell them to Keep and
Organized record of data.
~Teacher monitors student progress and
learning. Ask them what patterns they see.
Diagram:
Problem: 144 12 (students will be doing a three digit divided by a 1 digit)
Manipulative: Popsicle sticks
Model: Partition
Big Idea: Trade remainders for smaller units
Question: How many does each friend get?
Set-Up
12
~Students watch as teacher distributes the
manipulatives 1 at a time, helping count
and chime in as needed.
~Students count and say that each child
received 43.
~Students record the information in their
journals and write the big ideas they used.
They make it neat and organized
~Students find a partner and explore and
experiment with the new problems and
manipulatives. They keep an organized
record of their data in their journals. They
identify patterns they see.
Steps
Solution
12
Keep an Organized Record: Refer to explore and experiment.
Identify Patterns:
Teacher
~What patterns did you see in
your explore and experiment?
State the hypothesis:
Teacher
~Based on the patterns you have
identified, and your experiences,
how do you suppose we can solve
a 3 digit number divided by a 1
digit number without the use of
the manipulatives?
Students
~You can only divide like units.
You can only divide one unit at a
time.
When there are too many make a
trade.
Trade remainders for smaller
units.
Students
~I think the way you solve it is to
break it into smaller parts and
divide and get your number.
Sometimes you might have
leftovers too! Those are called
remainders I think.
Test the Hypothesis:

Have children try their hypothesis on several problems. Have them set

up the problem with the 3 digit number inside the division bar and the 1

digit number outside. They divide into one section of the number at a

time. Use the HM book, page 300, section 4, problems 12-37. Have

children work in a group using manipulatives to check their work.

Rotate the manipulative checker. Are they convinced this always works?

Good! They are ready to move on to other concepts.