MTH 222-01 & -02 Fall 2016

Name: Kelli Nemetz

Tutoring - Lesson Plan I

Mathematical Topic Being Explored: Partitive Division
Student Mathematical Learning Goal:
(One specific, narrowly-focused goal is needed. The goal needs to come from the Student Learning
Goals for Tutoring handouts and include the following: mathematical content area, specific type of word
problems or problem situations that will be explored (ex: measurement division), the size of the
numbers involved in the problems and activities, and the type(s) of strategy the child will be encouraged
to use.)
I can represent and solve partitive division word problems with numbers 1-13 by using arrays and
hands-on materials.

CCSSM Content Standard Addressed by the Learning Goal:

(List one specific mathematical content standard by its identification number and write the complete
standard in words.)
CCSS.MATH.CONTENT.3.OA.C.7
Fluently multiply and divide within 100, using strategies such as the relationship between multiplication
and division (e.g., knowing that 8 5 = 40, one knows 40 5 = 8) or properties of operations. By the
end of Grade 3, know from memory all products of two one-digit numbers.

Justification for Learning Goal:

What specifically did the child/children say or do during the tutoring interview that
suggests the specific learning goal, problem types, and the size of the numbers in the
problems explored in this lesson are appropriate for the child/children at this time? (A
thoughtful, detailed, 3-4 sentence explanation that talks about specific things from the interview is
expected here.)

Both of my students excelled in all areas expect a few struggles in division. I chose to focus on
problems with the dividen being 12, a number that can be divided evenly in several different ways,
and also 13, because that will make problems have a remainder, which was a hard thing for my
students to grasp in the interview. I chose partitive division because I thought it would be easier to
make word problems from the text I chose where we knew how many groups there were but not
how many were in each.

Materials Needed:
(List all materials you will need for the activities in the lesson.)
Bean Thirteen by Matthew McEllicott
Green pom-poms, used as beans
Paper for students to record thoughts
A pair of dice
Number cards (1-6)

Revised 9-7-16 (NKM)

MTH 222-01 & -02 Fall 2016

Tutoring - Lesson Plan I

Lesson
(All activities need to focus on helping the child/children develop and/or extend her/his conceptual
understanding of the mathematical content area by engaging the child in using one or more of the
SMPs. Activities may not involve multiplication or division equations or situations involving money.
Additionally, no activities, modifications, or extensions may ask the child/children to write their own
word problems or other problems.)

Order of Activities
When actually teaching the lesson, it is okay to work through the activities in a different order than
they are presented here. For example, Activity 2 might be conducted first, then Activity 1, then
Activity 3). In what order are you planning to conduct the activities? Why do you think it will be
helpful to the childs/childrens learning to conduct the activities in this order? (A thoughtful,
detailed 3-4 sentence explanation that talks about specific mathematical ideas children need to
know or things they need to be able to do is expected here.)
I plan to do the activities in the order they are listed below 1, 2, then 3. I want to
start with the literature and word problems because they introduce the ideas that I want to work
on with my students. The second activity involves my students practicing with making physical
arrays with cotton balls, and I think connecting them to the word problems from the book will
contextualize them and make them more fun. For the last activity, I want to end on a fun
activity to reiterate their learning from the other activities as a sort of wrap up.

Activity 1 Exploring Mathematics Through Word Problems & Childrens Literature

Activity Requirements
(For this activity, you need to find an appropriate piece of childrens literature (does not need
to have math as its primary focus) then create a minimum of five original word problems
based on the piece of literature for the child/children to solve. The word problems need to
help the child/children understand the idea of unitizing as it relates to the mathematical
content area of focus in this lesson. The word problems may stand alone or they may be
incorporated into a game or other hands-on activity. Whatever you do, solving the word
problems needs to be the primary focus of this activity.)

Piece of Childrens Literature

(Provide the title, author, and illustrator of the piece of childrens literature that will be used in
the activity.)
Bean Thirteen written and illustrated by Matthew McEllicott

Word Problems
1.

Ralph and Flora pick twelve beans at the patch. They want to split the beans up into
groups so they each get the same amount to take home. How many will each of them
get?

2.

Ralph and Flora invite their friend April over for a bean dinner. They have twelve beans.
How many can each of them eat for dinner?

3.

Ralph, Flora, and April find another bean at the bottom of the basket they forgot to add
to the pile. Now they have thirteen beans for eat for dinner. How many will they each eat
now?

Revised 9-7-16 (NKM)

MTH 222-01 & -02 Fall 2016

Tutoring - Lesson Plan I

4.

Ralph, Flora, and April decide to invite their friend Joe over for dinner. They have
thirteen beans to eat now. How many will each grasshopper get to eat?

5.

Meg, another grasshopper friend decides to come over and join the friends for dinner.
Now there are five grasshoppers and thirteen beans. How many beans will each
grasshopper get to eat for dinner?

Activity Description
(Summarize how you will conduct this activity. (ex: ask the child to solve the word problems
in the order they are listed, ask the child to solve the problems you created immediately after
s/he encounters similar problems in the book, have the word problems serve as the game
cards in a board game, etc.)
After reading the book, I will have present the word problems one by one with time for them
to solve each in turn.

Justification for Activity:

What is it about the word problems noted above, in particular, and the activity in general, that
should help the child/children develop a deeper understanding of unitizing as it relates to the
mathematical area explored? Focus on the mathematical structure of the word problems,
the numbers involved in the problems, and the CCSSM Standards of Mathematical Practice
SMP(s) that will be used during the activity and how all of these together will focus the child
on the idea of unitizing. (A thoughtful, detailed, 3-4 sentence explanation is expected here.)
I chose to do these word problems because they fit in the context of the book, the students
practice finding how many beans go into each group in each situation, and can practice
doing different groups. I also chose problems with remainders in some of them, because that
is the issue in the book and that is what my students struggled with during the Tutoring
Interview. These problems will help my students focus on the units, what they mean in the
problem and where the numbers came from, and how their fit into smaller groups.

Activity 1 Modifications & Extensions

Modification
(Other than changing the size of the numbers in the problems, describe at least one specific
way you plan to modify the word problems and/or activity itself if they appear to be too
challenging and advanced for the child at this time. Your description needs to include at
least one specific modified word problem if the problems will be changed in any way.
Remember, asking the child to write her/his own word problems is not an acceptable
modification.)
Encourage students to reverse the division problem into a multiplication problem like they
have done in the past. For example, in number one: There are two grasshoppers, Ralph and
Flora. How many pairs of grasshoppers would need to help eat twelve beans if each pair
had one?

Extension
(Other than changing the size of the numbers in the problems, describe at least one specific
way you plan to extend the word problems and/or activity itself if the child appears to need
something more challenging at this time. Your description needs to include at least one
specific extended word problem if the problems will be changed in any way. Remember,
asking the child to write her/his own word problems is not an acceptable extension.)

Revised 9-7-16 (NKM)

MTH 222-01 & -02 Fall 2016

Tutoring - Lesson Plan I

I would turn the word problems in multistep problems for the students to solve. For example:
The five grasshoppers friends wanted to eat thirteen beans. Ralph and Flora want to eat
three beans each because they picked them themselves. How many beans would be left for
their three friends? How many would each friend get after Ralph and Flora ate?

Activity 2 Game or Hands-on Activity to Develop or Extend Mathematical Concept

Activity Requirements
(This activity needs to be a game or other hands-on activity that involves the child/children in
actively using manipulative materials and/or pictures to explore the mathematical content
area of focus. The activity may not be a worksheet that contains word problems or other
problems for the child/children to solve.)

Activity, Title, Description, & Source

(Describe the activity and note its source. You may do this by presenting a 1-2 paragraph
summary of the activity here and attaching a copy of the complete activity and its source to
the end of your lesson plan or by presenting a detailed description of the activity here. Such
a description needs to include the activitys source and at least three representative samples
of the different types of problems involved in the activity.)

Pom-Pom Bean Arrays is something I came up with after reading through the book I chose
for this lesson. In this activity, I would have each of my students play separately, to
encourage individualized learning. The student will roll two dice to get their number of beans
(green pom-poms) They would then roll only one di to get the number of friends that will be
eating their bean dinner (groups) and create an array to find out how many each friend will
get to eat. This activity is similar to Stars and Circles.

Activity 2 Modifications & Extensions

Modification
(Other than changing the size of the numbers in activity problems, describe at least one
specific way you plan to modify the problems and/or activity itself if they appear to be too
challenging and advanced for the child at this time. Your description needs to include at
least one specific modified problem if the problems will be changed in any way. Remember,
asking the child to write her/his own problems of any type is not an acceptable modification.)

To allow students who are having trouble creating the arrays, I would allow them
to represent their thinking in different ways solving it on paper with pictures or
any other strategy theyve learned in class.
Extension
(Other than changing the size of the numbers in activity problems, describe at least one
specific way you plan to extend the problems and/or activity itself if the child appears to need
something more challenging at this time. Your description needs to include at least one
specific extended problem if the problems will be changed in any way. Remember, asking
the child to write her/his own problems of any type is not an acceptable extension.)

Revised 9-7-16 (NKM)

MTH 222-01 & -02 Fall 2016

Tutoring - Lesson Plan I

To extend their thinking, and Im sure I will do this with my students, I will add
another pom-pom to their bean groups to make it a number that cannot be
perfectly divided into groups to extend their thinking and invite them to
explore options on how to deal with the remainder.
Activity 3 Activity to Further Develop or Extend Unitizing & Mathematical Concept

Activity Requirements
(This activity needs to focus on helping the child/children develop a deeper understanding of
unitizing as it relates to the mathematical content area explored in the lesson. The activity
needs to be a hands-on activity or a rich problem solving activity. The activity may not ask
the child/children to create their own problems of any type.)

Activity Title, Description, & Source

(Describe the activity and note its source. You may do this by presenting a 1-2 paragraph
summary of the activity here and attaching a copy of the complete activity and its source to
the end of your lesson plan or by presenting a detailed description of the activity here that
includes the activitys source and at least three representative samples of the different types
of problems involved in the activity.)\
Pet Store Partitive Division from CPALMS Lesson Plan Development Initiative. This is a
whole lesson of introducing partitive division (complete lesson is on a website and is
attached at bottom). I would be using only a part of this lesson. The teacher in this lesson
gives the students dry erase boards and encourages them to explore their thinking and draw
it all out and explain their drawings to one another. I will use the same content and do this in
a similar way with colored pencils and paper. I will personally choose the total number of
pets and the type, and the students will use number cards (1-6) and pick one out to see how
many are in each group.
Example:
1. First group: There are twenty-four bunnies. (Student picks a card). That is how many
cages there are for bunnies. How many bunny can go into each cage?
2. Second group: There are fifteen cats. (Student picks a card).etc.
3. thirty hamsters.
4. twelve dogs.
5. Continue as time permits.
I will ask students to draw a picture for each of these and then chose one other strategy to
show how they got their answers.

Activity 3 Modifications & Extensions

Modification
(Other than changing the size of the numbers in activity problems, describe at least one
specific way you plan to modify the problems and/or activity itself if they appear to be too
challenging and advanced for the child at this time. Your description needs to include at
least one specific modified problem if the problems will be changed in any way. Remember,
asking the child to write her/his own problems of any type is not an acceptable modification.)

I would allow students to choose the same card number to work together in
creating a picture and finding a solution.

Revised 9-7-16 (NKM)

MTH 222-01 & -02 Fall 2016

Tutoring - Lesson Plan I

Extension
(Other than changing the size of the numbers in activity problems, describe at least one
specific way you plan to extend the problems and/or activity itself if the child appears to need
something more challenging at this time. Your description needs to include at least one
specific extended problem if the problems will be changed in any way. Remember, asking
the child to write her/his own problems of any type is not an acceptable extension.)

I would ask the problems in a multi-step way. Example: There are thirty
hamsters and twelve dogs that need to fit into (same card number) cages.
How many can go in each?

Attachments
(Attach copies of any needed materials, such as activity handouts, hand-drawn sketch of game
board and cards, etc.)
Pet Store Partitive Division: http://www.cpalms.org/Public/PreviewResourceLesson/Preview/35840

Revised 9-7-16 (NKM)