Design for Learning

Instructor: Miss Allen Lesson Title: Dividing by 6s Curriculum Area: Math Grade Level/Cooperating Teacher: Mrs. Moore/3rd grade Date: 2.18.2014 Estimated Time: 1 hour

Standards Connection: CC.3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. Learning Objective(s): By the end of the lesson, the students will be able to use equal groups or a related multiplication fact to divide by 6. Learning Objective(s) stated in kid-friendly language: Boys and Girls, today we are working on dividing by 6s. We have already done 2s, 10s and yesterday we did 5s. Many of you have been working on your division fluency, and thats great! We want to be able to divide by 6s using our brains, but to get there; we have some different ways to help us reach that point! So today, we are going to look at using equal groups and finding related multiplication facts to assist us when we divide 6.

Evaluation of Learning Objective(s): The students will be assessed from a checklist. This will determine if the students have completed all of the work. The checklist will also be used to assess what the children understand and in what areas the students need more practice. The checklist will determine the following:
What strategy is the student using to determine the quotient? Is the student using strategies or is the student showing automaticity in division? Is the student able to complete 25/27 of the problems correctly?

Additional Comments: (fixed redos? Didnt understand in teacher station, etc.?) Engagement: Boys and Girls! Before we go to math stations, we have some rules we need to go over. Yesterday, I noticed some talking going on. Even though I am sitting in the back, I am able to see and hear everyone in this room. When you are in challenge, you should be working on the problem on the and if you finish, you dont talk, but you work on the bowling! There should be no talking while you are in independent!! If you finish, you work on a challenge sheet, but there is absolutely no talking, and remember, you should not be sitting next to someone at this station either. For the game station, some talking has to go on here, but you should be getting rowdy. Stay on task and play Divide by 6 BUMP. And for teacher, there should be no talking while I am teaching, raise your hand if you have a question, and when using our white boards, you are to stay under control. I know its exciting when you may be tied with someone else, but if things get out of control today, you wont get to receive any golden dollars for winning the game! Ok, I expect today to a much better day and for our rules to be followed! We are dividing by 6s today and lets make it a fun day!! Learning Design:

I. Teaching: [Start the buzzer for 13 minutes!) How does understanding multiplication help you understand division?

Student If you understand multiplication, then you can use related equation to help determine the answer to a division equation! Exactly! If you have the equation (write this on the board) 246, and you need to find the answer, you can think 6 x __ =24. This equation would be using the inverse operation to help determine the answer to the division equation. So, what is the number that needs to go in the blank? Student 4! Yes! This is correct, so what is the answer to 246? Remember you are using the multiplication problem in helping find the answer. Student 4!! Because 6x4=24 so 246=4. Thats a wonderful job and good explanation!! Thank you for sharing that with us!! So, one strategy for solving division equations is using a related multiplication fact. Another way to find the answer to be division problem when dividing by 6s, would be making equal groups. This also helps because you are showing your work and if a mistake is made its easy to where you went wrong. So, we are going to do another problem using equal groups. If we have the equation 306 = ______, and want to make equal groups to help us find the answer, who can raise their hand and tell me the first thing we are going to do? Student First, we would draw 30 dots. Great!! We would draw 30 dots and then I am going to show you want you are going to next! We have 30 dots, and now we want to make equal groups, so we are going to put 6 dots in one group! And then we will make another group of 6, and continue to make groups of 6 until we have no more dots left! Now, can someone raise there hand and tell me what the answer will be for 306=__? Student YES! The answer would be 5!! Yes, it would be 5, and this is because there are 5 groups of 6 dots! So if you are answering a division equation and want to use a strategy besides equal groups to assist you, you could you a related multiplication fact!! Lets say you have the equation 255 and you need to determine the answer. What is a related multiplication fact that could help you determine the answer? Student 5x5=25 Yes!! You would think, hmmm 5 x what = 25!! And boom, youd think 5!! Using multiplication can help you determine the answer to your division equations!! Now, lets practice! [See the practice sections] II. Opportunity for Practice: Now that we have gone over different strategies for solving division equations, I want you to do the first problem on page 274. SHOW YOUR WORK! By showing your work, this helps you & me know how you got your answer. If you get the wrong answer, showing your work makes it easier to figure out where the mistake was made. Please put your pencil down when you are finished so we can discuss the answer. (Give the students 1 minute to complete the problem: draw out the problem on the board while waiting) So, what did you do? Student I made 3 big groups! Thank you! Now, someone else please tell me how many dots you have in each circle. Student 6! Yes! Did anyone else have another answer or solve this a different way? Ok, good!! This was done the correct way! You all used the strategy of using equal groups to find the answer to the division problem.

Now, I want you to complete the rest of the problems on age 274, please put your pencil down when you are finished. We are going to go through and work these out together after you all complete them. If you are struggling or need help raise hand and I will be happy to assist you. [During this time, while students are working at the teacher station, I will have the opportunity to check others work who are in independent station and let them know if they need to redo any problems or if they can be checked off.] [Once everyone has their pencils down, we will go over the problems together and check to make sure all students have a clear understanding.] We get to use our whiteboards now!! First, we are going to just practice dividing by 6s. Remember; write just your answer on the board. The first person to show me their board with the correct answer gets a tally mark. The one with the most tally marks will get a golden dollar. If we have time we will add dividing by 5s, 10s, & 2s. Lets begin!! [Play until the timer goes off, or, until we have reviewed enough if we finish before timer goes off, have the students start on page 275, alone (assessment portion/independent station) Any division problems can be used as long as youre dividing by 2, 10, 5, and 6]. Ok boys and girls, it is time to clean up and move to your next station! [Prompt for when the buzzer goes off.] III. Assessment [The students will complete the assessment portion of the lesson in the independent station. When they have completed their work, they are to bring their book back to the teacher at the teacher station. The teacher will mark them off as completed & they can move on to the next station. They are not allowed to move on unless they have been checked off. If the students get all the problems correct on the first try, they receive a golden dollar. The fourth group waits to bring the teacher their work to check until it is their turn for teacher station. As a group, we will go over the work together.] Boys & Girls, for independent, you are going to complete p. 275. Remember, when you are finished with this page, you are to bring it back to me at the teacher station. If I am in the middle of teaching, you should set your book next to me. I will look over your work as soon as I can, and let you know if you need to make any corrections or if you can move on to the next station! If I circle any problems in your book, this means that you need to take another look and bring it back to me once youve changed your answer to be checked off. IV. Closure: It is time to clean everything up and go to our special for the day I want you all to remember that there are many strategies to use when solving division problems, especially when dividing by 6s!! You can use equal groups or related multiplication facts to assist you!! Remember, work on fluency with division!! Soon, you are all going to just know the answers to these equations, just like you know your multiplication facts!

Materials and Resources: White boards Dry Erase Markers Erasers Pencils BUMP game. Cubes 2 10 sided dice Go Math Workbook Go Math Teachers Edition Computer (challenge problem Go Math Software) TTQ paper Bowling paper

Differentiation Strategies (including plans for individual learners): H Students will complete p. 276; problem solving. This is a higher level-thinking page for those who understand and can comprehend dividing by 6. They are doing real world problem solving. If they need something even more challenging, they will rewrite the problems for exercise 38 so that they would use the inverse operation to solve. L Students will complete page R56 with the assistance of a teacher. This will teach them in an explicit way how to use multiplication to divide. They will be able to use a multiplication table to help them.

Data Analysis: See checklist for data.

Reflection: Overall, the lesson for today went very smoothly. The morning routine was thrown off slightly due to several drills. The students are used to checking morning work, going over homework, and then moving onto math stations. Today, the drills were before we began anything, and when we returned, we went straight into math. Once the first rotation got moving, things seemed to feel more normal. Since I have been teaching, the past 4 days, the students have had no real issues with understanding the material. One student was really struggling, behaviorally, and this threw me off track some. This student has been absent all but one day since I have been teaching, so I have not had experience in tending to his needs. Another student was struggling academically and I had to adjust what I had planned and aim to teach more to how the student could understand the material. This bump in my road was good for me to experience. I realize that as a teacher, day in and day out, lessons are not going to always go as planned. I will never fully know what questions students are going to ask, how students will specifically struggle in learning the material, etc. Thankfully, when the student was having difficulty answering the question(s), I was able to direct him to think of another way to answer the problem through making a picture and creating equal groups. With the students being in stations, I have to keep my attention on all 19 students in four different groups. As of now, this is my main area of struggle. I tend to keep focused on my one group and forget that I have 16 other students in the classroom that I need to keep an eye on. I believe, that with time, I will adjust to doing a better job multitasking. The stations were very overwhelming at first, but I am slowly catching the hang of things.

Samford University Design for Learning

Assessment:

Teaching + Practice Handouts

Math Checklist 2.18.2014 Student: How many problems did the student answer correctly? 25/27 27/27 23/27 27/27 27/27 27/27 27/27 27/27 27/27 27/27 27/27 27/27 24/27 23/27 27/27 27/27 23/27 0/27 20/27 What strategies did the student use to determine the quotient? Is the student showing any signs of automaticity? If so, how/why? Yes knows facts Yes knows facts Yes knows facts Yes knows facts Yes knows facts Additional Comments?

[Fixed the problems that were circled the first time? If no, how many times did student bring book back to be rechecked?]

Ahamed (1) Linlee (1) Anna Kate (3) Lily (1) Preston (1) Harrison (1) James (2) Parks (4) Charlotte (4) Ben (2) Adam (4) Martina (4) Elizabeth (1) Maxy (3) Neily (4) Magi (2) Melany (2) Tamir (3) Jamari (3)

Yes knows facts Yes knows facts Yes knows facts No effort

( ) = group student is in.