Download Nicole Coots

Nicole Coots
Lesson Title: Dividing Sums
Grade Level: 3rd
Background: Van De Walle (2007) p. 236
Related Standards: EXAMPLE: Define or clarify the question the problem presents.
Grade Level: Grade 3
EALR: 2. The student uses mathematics to define and solve problems.
Component: 2.1 Define problems.
Grade Level Expectation: 2.1.1 Identify questions to be answered to solve a problem in familiar
situations.
Objective:
Given story problems requiring students to divide large sums, the student will be able to define and solve
problems with a basic understanding
Materials:
scratch paper, pencils
Room Arrangement:
Groups of desks or tables for group work
Procedures:
Phase 1: I’ve placed you in learning teams to make the process smoother, and to allow us to get more work done
together as a group. Before I give you the problem I want everyone to take out a piece of paper and estimate how
many days it would take to eat 405 pieces of candy if you could only each 10 per day. (pre)Pictures and sketches
might help facilitate the process. I will be collecting these in a few moments so put on your thinking cap and
work quickly and quietly. Remember I want to see how you got to your answer not necessarily the correct
answer, so show your work. (provide a couple minutes, collect work)
Phase 2: As a group I want you to explore these story problems. If your group has extra time check your work, if
more time allows discuss your answers to long would it take to each 405 pieces if candy if you could only eat 10
per day.
Phase 3: Students are presented with two story problems:
*The bag has the 783 jellybeans, and Aidan and her four friends want to share them equally. How many
jellybeans will Aidan and each of her friends get?
*Jumbo the elephant loves peanuts. His trainer has 625 peanuts. If he gives Jumbo 20 peanuts each, day, how
many days will the peanuts last?
Phase 4: Groups share what they came up with (formative)
Phase 5: In journals have students record and show work for how many groups of four can have a pop cycle if
there are 500 pop cycles? (post)
Assessment/Evaluation Tasks
Assessment and Evaluation:
The initial journal write will be used as evidence for the pre-assessment. The formative assessment will be
the group work the student’s share and reflect on. The post assessment will be the last journal write
Evidence/Task for Positive Impact on Student Learning:
 The evidence is a comparison between the students’ pre-assessments, formative assessments and post
assessments using the rubric provided.
Given story
problems requiring
students to divide
large sums, the
student will be able
to define and solve
problems with a
basic understanding
Emerging
Students do not
understand a sum
can be divided.
They may make
guesses but cannot
explain their
reasoning
Developing
Students can
occasionally divide
numbers but has
trouble explaining
reasoning or
strategies used
Novice
Students can divide
numbers but has
trouble explaining
remainders or exact
solutions.
Proficient
Students use
multiple strategies
to divide problems.
They understand at
a conceptual and
practical level
Special accommodations:
Problems will be written on the board for reference and students needing support will be paired with a
partner in their group who is comfortable assisting them during the activity if the individual requests help.
Large paper will be provided to assist visual learners. Space around the room will be accessible if tables
don’t meet the group’s needs. Directions will be short and explicit and time will be allowed for questions.
Further, I will walk around to observe groups and intervene if needs are not being met.