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Introduction
Number & Operations in Base Ten, Mathematics, 1 hour
Materials needed
SMARTBoard lesson
White boards
Dry erase markers
Erasers
2 station worksheets
Index cards
Markers
Scrap paper
Once Upon a Dime by Nancy Kelly Allen
Preparation
Get all the materials ready ahead of time and put on the students desk.
Arrange the desks into groups of 4 or 5.
Prepare the opening problem on the SMARTBoard.
Standards
Enduring Understanding
Using decimals and being able to divide whole numbers with decimals is an
essential part of life. Being able to understand how to do this will stay with
you when using money while being able to critically solve word problems will
always be beneficial.
Essential Questions
1. Why is division the best algebraic operation in some circumstances?
2. When would you need to divide in real life?
3. Why is it important to know how to set up a division problem?
Objectives
1.
2.
3.
4.
5.
6.
Up, Up, and Away........ Elizabeth and her friends are decorating their 3
brooms for the Witches parade. To make their brooms look beautiful, the
witches will cut streamers out of a ribbon that is 4.2 meters long into 3 equal
lengths. How long will each streamer be?
Students will work to solve the problem in a way that makes sense to them.
Students are using the knowledge level of Blooms Taxonomy because they will
have to recall what they learned in the previous lesson with their teacher in order to
complete the word problem. Students will write their equation and answer on their
whiteboards and hold it in the air when their finished. As I walk around, I will check
for misconceptions. One misconception that will be avoided relates to the direction
in which you start dividing. For addition, subtraction and multiplication, answers are
recorded from right to left and students could possibly use that method for division
too (Ashlock, 2010, p. 51).Students will be instructed to divide left to right. This will
allow me to check for understanding and accuracy. When all students are finished,
one student will come up and explain their steps of what they did to get their answer
on the SMARTBoard. If someone else did it a different way, they are welcome to
come to the board and explain their way of thinking as well.
A common misconception that will be avoided is that multiplication and division
dont have equal priority, and dont have to be performed in order from left to right
(Some misunderstandings, 2011). Division has to go from left to right or the quotient
will be incorrect.
I will then present the mathematical way of solving this type of problem: the whole
number divided by decimal algorithm.
4.2/3
The students will walk through the problem with me.
How many times does 3 go into 4? (1)
1 times 3 is? (3)
4-3 is? (1)
Does 3 go into 1? (no)
Bring down the 2 to make 12.
How many times does 3 go into 12? (4)
What is our answer? (1.4 meters long)
Students will then go through the SMARTBoard lesson writing the division problems
on their boards and holding them up when they have the right answer. During this
time, it will allow me to see who is having trouble with the division problems and
who is excelling. This will give me the information I need to put the students into
groups for stations.
*Prior to working together in large and small groups, students are
instructed on collaboration and the right things to do while working in
groups and being respectful of other students answers. If someone is
not following the rules of working together, they will be told the rules
again and asked to make better choices. This involves respecting
others opinions and caring for others in the group.*
After the SMARTBoard questions are complete, students will be put into 4 groups.
The stations will allow the students to use the application part of Blooms Taxonomy
because they will have to use their knowledge of previous lessons and the lesson I
taught them and apply it to new situations with the stations worksheets.
Station 1: Worksheet on dividing whole numbers
Station 2: Worksheet on dividing decimals
Station 3: Index cards and markers will be used to create own division word
problem alone or with a partner
Station 4: 10 Marks on the computer (math game)
I will be working with a few students at the round table throughout the station
transitions. This is a group of students who needed more teacher support
throughout the SMARTBoard lesson. We will be working on different problems that
allow them to be successful. Another misconception that will be emphasized with
the students I am working with that seem to have trouble with this is where the
remainders goes. The common misconception is that if the division does not come
out even, students could write remainders as an extension of the quotient (Ashlock,
2010, p. 103). Students must put the R before writing the remainder, to show that it
is not part of the quotient.
This lesson is bridging off the first lesson taught by their teacher, so some of my
lesson will be review. Students all have a common interest of Halloween. This was
discovered from my classroom teacher. Students interest of Halloween is
represented in my SMARTBoard lesson.
Differentiation of Instruction
Differentiation is built into the design of the lesson because students are
encouraged to solve in whatever way makes sense to them for the first part of the
lesson. Students are able to choose their own method, which allows for various
pathways to the answer. Accommodations will be made for students who have
hearing or vision difficulties by making appropriate technologies available to them.
Students with IEPs will receive individual help to ensure that their goals are
constantly being met. Students who lack in motor skills will be guided through the
assessment process. Students who need extra support will be working with me
through problems where they are able to ask for guidance and assistance
throughout.
Assessment/Evaluation
Students will be evaluated through their station work. The questions that are
complete on each students worksheet will be graded for understanding and
accuracy. The unanswered questions will not be graded as with all station work,
there may not be enough time to complete it and students will not be penalized for
this. Students will also be informally assessed throughout the SMARTBoard lesson
when putting their boards in the air so I can check then. This will give me a good
representation of who understands division and who still needs support. Students
should have a better understanding but may not be a complete understanding of
dividing after this lesson. This is one of the toughest subjects for students to learn.
A follow up assessment will be given a few days later using the clickers in the
classroom. This will be a mix of multiple choice, yes or no, and opinion questions
that the students will answer based on the weeks lesson. This will be a formal
assessment because I will then look over the results and data from the clicker
review quiz. This will show the classroom teacher and I who still needs additional
support on this topic before moving on to the next one. The data is mathematically
computed and summarized through the program before giving me the data.
Students
Name:
Correctness
of Answer
during
station work
Accuracy of
Work
1
5
points
Incorrect
answer given
10
points
Work shown
is incorrect
which leads
to incorrect
answer
Work shown
has an error
or two
Work shown is
correct and
understanding
is achieved.
Closure
Ticket out the door will have students turn to their partner and name the steps of the
long division process that was in the SMARTBoard lesson. This activates the
synthesis level of Blooms Taxonomy by students putting together what they have
learned while developing a true understanding for division.
Sources
Allen, N. K., & Doyle, A. (1999). Once upon a dime: a math adventure.
Watertown, MA: Charlesbridge.