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Subject: One-digit Division

Grade: Third

I.      Behavioral Objective:

            After a teacher-directed math lesson, Mrs. Cannon’s third-grade math class will represent division with physical materials, use division symbols, and divide using one-digit divisors. Each student will divide candy into sets, write division algorithms, and solve division problems with one-digit divisors. Each student will divide at an accuracy rate of at least 90%.

II.   Instructional Method:

A.    Anticipatory Set:

1.     Explain to the children that today they will learn how to divide.

2.     Read the book The Doorbell Rang.

3.     Tell the children about the necessity of division in everyday life, such as cooking and sharing.

4.     Review by using paper cookies to construct equivalent sets.

5.     Supply the following definitions to ensure understanding: “division, ” “dividend,” “divisor,” and “quotient.”

B.    Statement of Objective:

“After our lesson you will be able to divide cookies into sets, do division problems using one-digit divisors, identify and use division symbols, and write division number sentences.”

C.    Instructional Input:

1.     Review skip counting by twos, threes, fours, etc.

2.     Review equivalent sets using paper cookies.

3.     Show the children simple division problems using paper cookies.

4.     Use the magnetic chalkboard to display the definitions of  “division,” “dividend,” “divisor,” and “quotient.”

D.   Modeling

1.     Illustrate how to make sets of cookies and show the parallel between sets and division.

2.     Using the whiteboard, share the following problem with the class to illustrate one-digit division. “Two girls wanted cookies for snack and there were eight cookies left. How many cookies can each girl get?” Demonstrate the problem using the paper cookies and partitive division.

3.     Show the symbolic representation of the problem on the whiteboard.(8÷2=4)

E.    Checking for Understanding:

1.     After sharing the problem ask the students to figure out how many cookies each girl would get if there were twelve instead of eight.

2.     Ask the students for their answers and an explanation of each answer.

F. Guided Practice:

1.     Put the children in groups of four and give each group 30 paper cookies.

2.     Give them their own whiteboards or placemats to use as division boards.

3.     Give the children the following problem and allow them to work it out as the teacher does on his/her whiteboard. “Susie and Elizabeth made cookies for their friends. There are twenty-four cookies and they want to give each of them four.  How many friends can they share their cookies with?” Tell the children to raise a quiet hand when their group has completed the problem.

G.   Independent Practice:

1.     Ask the students to make up three division problems of their own.

2.     Be sure to tell them to write down all of the problems they attempt to answer.

3.     Oversee the children as they do this activity to see if anyone needs help.

            1. Strategies for Exceptional Children:

a.      For enrichment, increase the number of cookies given to gifted children and, during independent practice, give them a more difficult problem to work.

b.     For remediation, allow the children to use larger objects to answer simpler problems.

2. Activities which Value Cultural Diversity:

a.      Allow the children who speak English as a second language, to tell the word for "cookie" and "count out the cookies", in their native language.

b.     Children from other cultures will be allowed to bring several small objects from home that are related to their culture to use as an example of one-digit division.

3. Activities which Foster Active Inquiry, Critical Thinking, and Problem Solving:

a.      Ask the children to bring small objects from home that they will be able to use for the following day’s division activities. Examples: egg cartons, buttons, pencils, etc.

b.     The class will also go to the cafeteria for a small field trip to see the real-life application of division. They can “interview” the lunchroom staff about the way that they use division. Upon returning to the classroom, they will be given one or two division problems about food.  (Ex. “If we made 50 chicken fingers, have we made enough for eight students to get ten each?”)

H.   Closure and Summary:

1.     Close the day’s math lesson by allowing the children to relate their own division problems and answers to the other students.

2.     Ask the children to look for related ways to use division throughout the day in the school building and when they get home, and have them report their findings the following day during math time.

III. Assessment Techniques:

            The students in Mrs. Cannon’s third-grade math class will do one-digit division problems by making equivalent sets at an accuracy rate of 90%.

            It is necessary to determine whether or not a child can construct equivalent sets, skip count, subtract, and do simple multiplication problems, before the lesson is taught. The teacher can quiz the children on skip counting by having them skip count out loud together, while he/she checks for understanding. The teacher can give the children various groups of small objects to determine their ability to construct equivalent sets, subtract, and complete simple multiplication problems. The same sets can be used to work division problems.

IV. Materials

 

   http://www.hbschool.com/glossary/math/glossary3.html

Division Example:

6 blocks separating into 3 groups of 2

6 ÷ 3 = 2

Dividend Example:

35 ÷ 5 = 7

The dividend is 35.

Divisor Example:

18 ÷ 3 = 6

The divisor is 3.

Quotient Example:

35 ÷ 5 = 7

The quotient is 7.

  Also, see the PowerPoint Slide Show entitled, "Measurement Division" and "Partitive Division" at:

http://www.athens.edu/pt3/vinson/measure.ppt

http://www.athens.edu/pt3/vinson/partitive.ppt

 

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