Lesson Plan for Intervention/Enrichment for Interpreting Remainders By Amanda Gardner Common Core Standard: 4 OA.

3 (I am focusing on only the italicized portion of the standard for this lesson) Solve multi-step word problems posed with whole numbers and having whole number answer using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Essential Question: When I read a story problem how do I know what type of math to do? When I am dividing will the remainder change my overall answer? Reasoning for this lesson: After analyzing the unit 3 assessments, I have found two important concepts/skills that my students are still struggling with when it comes to division word problems. The first issue my class is having is deciding when a word problem is a division problem and when it is a multiplication problem. (Both were on the assessment) The second issue is deciding what to do with the remainder. Will they round the whole number quotient up to the next whole number? Will they drop the remainder because it has no effect on the answer? Or will they need to share the remainder with the groups creating a fraction of a number? Lesson Duration: I plan on taking 3 days for this lesson plan. The first day will focus on a review of division which will include (When is the problem a division problem, strategies that can be used to solve division problems, and practice of the different strategies) I believe this will benefit all my learners because many are not sure which strategy to use. It will also be an excellent way to challenge my enrichment group because I have found that most of them only divide using one strategy. This will force them to think in a different way about division. The second and third day will focus on the three ways a remainder can be interpreted. (Rounded, Dropped, or Shared) Day three students will apply the different strategies and information learned in the first two days. Students will be in differentiated groupings based on skill level. A summative assessment will be given during the regular class time (not Team Time) to allow for additional time and accommodations that certain students will need. Materials needed: Division anchor chart Dry erase board (for class) Strategies anchor chart dry erase markers chart paper/markers leveled worksheets day 3

Division task cards/recording sheet Division PPT for how to interpret remainders post-it notes Tiered division wkst day 1

DAY 1: What is Division? Mini Lesson: As a group we will use the 10 + 2 (Ten Plus Two) Strategy Direct instruction variation where the teacher presents for ten minutes, students share and reflect for two minutes, then the cycle repeats. The class will be on the carpet together for this discussion. 1. What is division? (Use prior anchor charts to guide and remind) 2. How can we tell if a problem is asking us to divide? (we will create an anchor chart for this in class) 3. What strategies can we use to solve a division problem?(Review the chart we have already made)
Chart to Create: (guidelines)
How to know when to multiply How many are in all? What is the product? What is the whole amount? What is the total need? How to know when to Divide How many are in each group How many groups are there? Split the whole amount How many times less than?

Reflections Slip: Students will have two minutes to reflect on the group lesson and give me 3=important vocabulary words in the lesson 2= most important points for you 1=what one question do you have after this lesson? Activity: Students will be given a worksheet with division problems at varying levels. By their completion of these problems I will be able to have a more accurate skill level for division. (At the end of the time students will rank their comfort level with division on their worksheet. Red/Yellow/Green) Formative assessment: 1. The division problems worksheet from the activity will help me create groups based on work. 2. I will also ask for students rate yours division knowledge, what would you say? Red/Yellow/Green light self-assessment system

Day 2: What do I do with this Remainder? Whole group Mini lesson: Students will be at their seats for this whole group time. (Each will have a dry erase board and marker to work sample problems and to interact with the powerpoint.) Students will interact with the PowerPoint created for this lesson. Students will learn about the three ways to interpret a remainder. (Round, Drop, Share) Students will use dry erase boards to answer sample problems. This strategy was not introduced in the way (Round, Drop, Share) to them in the original teaching of the skill. Slides from the PowerPoint will be glued into their math journals as well for students to be able to reference again later. The gluing of this information will happen during seatwork time later in the day. Pairs/Small group: Students will be placed in groups. The groups will be made of a high student and a lower student based off their formative assessment given on day one. Students ability to complete division problems that sequentially increase in complexity were used to create these pairings. I want the higher student to be able to help guide discussion about whether the problems remainder needs to be rounded, dropped or shared with the groups. In their pair/group students will be given a set of division task cards. They will divide and then analyze the problem to decide what needs to be done with the remainder. (The work will be done on a dry erase board that each student will have)They will record their answer to the problem and what they did with the remainder on their recording sheet. Formative assessment: The recording sheet will be used as a formative assessment. I will be able to see if they were interpreting what to do with the remainder correctly. This information will then be used along with their assessment 3 data to create groups for the leveled activity for day 3.

Day 3: How will the remainders be interpreted differently depending on the word problem? INTRO: Given a word problem on the Board, students will act out (be the manipulatives) and solve the problem. I have 26 students. I want to take them on a trip. How many cars will I need if only 4 students can fit in a car? Students will physically move to create the groups.

Whole group: We will discuss the learning goal of the day. Students will help to fill in the missing pieces of the I can statement. I can solve ________________ problems and ______________ how the _____________ affects the answer. (CHART) Mrs. Gardner has 51 students. She wants to take them on a field trip. The vans that will take the students can hold 8 people. How many vans will she need to go on the field trip?

We will then discuss how are goal of the day is related to the division problem (on chart paper). Students were asked during their morning seatwork time to copy the problem down in their math journals and show two ways to solve the problem. (For this problem students will have to interpret the remainder by rounding up to the next who number). Group will be on the carpet and will help complete the mini lesson.

Small group: Students are place in groups by their level of success on the day 1 and 2 assignments. Groups will be differentiated by manipulative available and question complexity. All students will be completing division word problems and interpreting the remainder for each problem. See worksheet Exit Ticket: After students complete their division word problems, they are to complete an exit ticket about division. (I have asked them to think about the last 3 lessons about division specifically.) To help the group time run well, students will have a TO DO LIST to complete. The list has all of their expected activities and where they should turn things in.

Summative assessment: It will be given in the regular class period the next day to allow for accommodation for students and to make sure enough time is allotted.

Name ___________________________________ Date _____________ Day 1 1. 213=____

2. 285=____

3. 396=____

4. Mrs. Gardner has 3 children. She wants them to share the box of car toys she bought at Target. The box has 27 cars. How many cars will each of her children get to have?

5. Mrs. Gardner has 54 students in her class. She wants to give them each a pencil. The pencils come 10 in a pack. How many packs of pencils will she need to buy?

6. Mrs. Gardner has 97 candy bars to put on 6 plates. How many candy bars can be put on each plate?

Name ___________________________________Date _____________ Day 2

NAME _________________________________________ DATE ________Day3 SKILL: Division word problems with a remainder. Groups: #1

I can divide a 2 digit number less than 30 by a 1 digit number and decide how the remainder affects the overall answer to the problem . #1. Mr. Dorsey is having a party for our class of 26 students. He wants to give each student a pencil as a reward. The special pencil he has comes in packs of 4. How many packs of pencils will he need to by to make sure he has enough for everyone in our class?

What did you have to do with the remainder? Round/Drop/Share

#2. Mr. Dorsey wants to give the teachers a treat. He has bought a box of brownies with 26 inside. He wants to put these brownies on four plates. How many brownies will be on each plate?

What did you have to do with the remainder? Round/Drop/Share

NAME _________________________________________ DATE __________ Day3 SKILL: Division word problems with a remainder. Groups: #2

I can divide a 2 digit number less than 99 by a 1 digit number and decide how the remainder affects the overall answer to the problem . #1. Mr. Dorsey is having a party for our class of 74 students. He wants to give each student a pencil as a reward. The special pencil he has comes in packs of 4. How many packs of pencils will he need to by to make sure he has enough for everyone in our class?

What did you have to do with the remainder? Round/Drop/Share #2. Mr. Dorsey wants to give the teachers a treat. He has bought a box of brownies with 74 inside. He wants to put these brownies on four plates. How many brownies will be on each plate?

What did you have to do with the remainder? Round/Drop/Share

NAME _________________________________________ DATE __________ Day3 SKILL: Division word problems with a remainder. Groups: #3

I can divide a 3 digit number less than 300 by a 1 or 2 digit number and decide how the remainder affects the overall answer to the problem.

Mr. Dorsey wants to have a party for all of the 256 fourth graders in the Elementary school. He wants to give each student a pencil, an eraser, a coupon for dinner, and a piece of candy. He needs you to tell him how much to buy of each item using the chart below. Circle the interpretation you made about the remainder if there was one. Item # in each pack
What you did with Price for # the remainder 1 bought package

Pencils Eraser Coupon Candy

Round/Drop/Share 4 pencils in 1 pack Round/Drop/Share 8 in 1 pack Round/Drop/Share 20 in one booklet Round/Drop/Share 12 in one bag Use the space below to show your work.

Now that you have decided how many packages of each item is needed for Mr. Dorseys event, he needs to know how much money this will cost him when he goes to the store. Calculate the cost of each item and then the total amount for the entire list of goodies.

Item

# in each pack

Price for # bought 1 package

Pencils Eraser Coupon Candy

4 pencils in 1 pack 8 in 1 pack 20 in one booklet 12 in one bag

$1.00 $1.50 $15.95 4.50

Name ___________________________________ Date _____________ /quiz

I can solve a division problem and decide how the remainder affects the overall answer to the problem. 1. 243=_______

2. 385=_______

3. Mrs. Gardner has 49 cubes and wants to put them in 5 bags. How many cubes will go in each bag?

4. Mrs. Gardner has 4 children. She wants them to share the box of car toys she bought at Target. The box has 67 cars. How many cars will each of her children get to have?

5. Mrs. Gardner has 94 students in her class. She wants to give them each a pencil. The pencils come 12 in a pack. How many packs of pencils will she need to buy?

6. Mrs. Gardner has 187 candy bars to put on 5 platters. How many candy bars can be put on each platter?

Extra Credit: Mrs. Smith wants to have a wedding for her daughter. There are 257 people coming. At the reception 18 people can sit at a table. How many tables will there need to be for the guest to set at the reception?