Ana Martinez Independent Lesson Plan Professor Baldassarre March 28, 2013 Rationale: This lesson is being taught

in order to get students familiarized with division word problems. Familiarizing themselves with division word problems will allow students to use their thinking skills and problem solving skills to work their way through the problem and look at all components, before making a decision. It is essential to learn these skills because problem-solving skills can be applied throughout all related math and non-related math concepts. Students will work on developing division problems by answering the three questions that are provided to them. They will work with numbers within 100 to solve word problems by using drawings and equations with an unknown symbol. In the word problems that the students will be provided with, students will interpret whole-number quotients of whole numbers. Standards: CCSS.Math.Content.3.OA.A.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1 CCSS.Math.Content.3.OA.A.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 8. Objective: Students will be able to understand the three components of a division word problem. Students will be able to solve division word problems that contain whole numbers that can be quotients of whole numbers. Students will be able to problem solve to solve division word problems that will be provided to them by drawing and writing an equation. I will expect students to solve division word problems by answering the three questions, What is the total amount, how many groups do you have, and what is the question the problem is asking you to solve? This will demonstrate that the students understood what numbers are relevant to solve the problem and which numbers are not. I will expect them to provide an illustration, which will show me their work.

Lesson Progression 1 I will ask the students once they hear the bell ring I will expect them to join me at the rug and bring his or her math notebook and a pencil. They will be asked to sit in their assigned squares. 2 I will begin introducing what we will be working on for math class. 3 I will ask if any students remember solving multiplication word problems. If they answer yes then we continue on with the lesson. 4 Now we will be moving on to working with division word problems and just as multiplication problems it will focus on answering three major questions to solve the problem. 5 I will explain what we will be doing: I will model how to solve a division word problem by answering the three important questions. I will then walk the students through the problem and then ask the students to give it a try and solve division word problems on their own. 6 I will explain what a division word problem is and how to go about answering the problem: 7 I will then give them the three questions First question is: What is the total amount? If students do not understand I will explain that this question is asking what the beginning number that you will distribute. This is the total amount of items and you will distribute the number of items evenly. Second question: How many groups do you have? If they do not understand I will explain: This question is focusing on the total number of groups you will distribute the total amount of items. Third Question: The question to get to the quotient? They might not understand what quotient is and I will explain that quotient is a result obtained by dividing one quantity by another. This question focuses on what the word problem is asking for and what the problem is. 8 I will ask them to take out their notebooks and write down the three questions. 9 We will then take these questions and apply it to solve a division word problem. 10 On the chalkboard I would have written a division word problem: Spongebob Squarepants uses 2 spatulas to cook 28 Krabby Patties. His friends Sandy, Squidward, Mr. Krabs, and Patrick all want to eat the same amount of Krabby Patties. How many would each of them get? 11 I will break the division word problem. 12 On the chalkboard I would have had a chart drawn out that contains the three important question in one column, space to write out the sentence that answers the question in one column and the third column is provided to have illustrations, it would look like this: Side Note: Key: Period ( ) represent Krabby Patties and Lower case ls (l ) represent the people. In classroom I will not have periods and ls, I will have pictures of 28 Krabby Patties and the characters.

What is the total amount? How many groups do you have? The question to get to the quotient? I will ask them the first question. If they do not know, I will re-explain the definition again. I will reinforce that this number is the total number of items. The first question will be answered and an illustration would be provided. What is the total amount? There are a total of 28 Krabby Patties

How many groups do you have? The question to get to the quotient? I will ask the second question. If they do not understand what I am expecting of them, I would ask, How many groups are there? Who is in that group? I will then provide the answer and an illustration. What is the total amount? There are a total of 28 Krabby Patties

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How many groups do you have? The question to get to the quotient?

There is a total of four people

I will ask the third question. If they do not know what is expected to full answer the question, I would ask What question is the word problem looking for to answer and what do I need to answer the problem. What is the total amount? There are a total of 28 Krabby Patties

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llll

How many groups do you have?

There is a total of four people

The question to get to the quotient?

How do you split 28 Krabby Patties amoung 4 people?

l . l . l . l .

At the bottom I will write out the division equation: 28 * 4 = 7. Each of Spongebobs friends will get 7 Krabby Patties to eat. I will explain I expect a complete sentence that answers the question in the problem. I am looking for how many items each group will get. After modeling a division word problem, students will be given a worksheet to apply what they learned. Before distributing the worksheet I will remind the class what I will be looking for -The questions are answered -An illustration -An equation -A sentence answering the question I will also ask them to think about what the difference is between solving a multiplication and division question. This would be discussed in the next math class. I will hand out the worksheet and call them by roll to work on this assignment individually. Other Considerations: Materials: Chalkboard, math notebooks, pencils and worksheet. Source: With the help of Ms. Vignets I was able to use her as a reference. She had worked on multiplication word problems and I took her idea and modified it to help me teach division word problems. Division and multiplication word problems address different aspects of the problem therefore I had to modify the questions in order to help students solve the problems. Mathematical understanding: I have bolded the type of question in the Lesson Progression section, I would possibly ask that will explicit a better mathematical understanding. These questions focus on expanding their thinking skills and getting them to use their problem solving skills to determine what is important in a problem. These questions will also help students familiarize themselves with vocabulary words that they might frequently find in math. Misconceptions: Students might not understand what the point of solving these problems but I would explain that situations will appear, whether in math or not, where they need to think what information is needed to solve my problem, how will I go solving these

problems. They might ask why they need to answer the three major questions where they can simply just divide the two number and I would explain that we are working on not only solving the problem but how we are getting there. Management: By frequently asking them questions and having them participate in my modeling, I can obtain their attention for longer periods of time. I will use a bell to gain their attention If the students get to loud, I would stand back quietly and say, I am waiting for you to continue Calling them back to their seats by rows by to their seats decreases chaos. Differentiation: I plan to challenge all of my students by providing worksheets that places them in their zone of proximity. The worksheet will challenge them just enough to enhance their thinking skills while still being able to solve the problem. Each student will be given a different worksheet, depending on his or her math skills level. The first worksheet is for beginners. This worksheet will contain only information that is needed to solve the three major questions. On the worksheet, the equations will be provided. The second worksheet will target proficient students. The worksheet will contain extra information that is not essential to answer the problem. With no equation provided. The third worksheet will target higher proficient students. The worksheet will require an extra step to solve the problem. Assessment: This assignment directly addresses the objectives. With this assignment students will answer the three major questions and use these answers to solve the problem. To solve the problems students are asked to provide an illustration to demonstrate understanding of the concept. I will be looking for the questions are answered, an illustration, an equation, and a sentence answering the question (See worksheets) Worksheet 1 (For Beginners) Name: Mama bear has 15 dollars; she can split with her 5 cubs. How many dollars will each cub get? 15*5 = What is the total amount?

How many groups do you have? Question to get the quotient?

A restaurant sold 21 pizzas in 7 days. How many did they sell each day? 21*7 = What is the total amount? How many groups do you have? Question to get the quotient?

Alyssa has 30 cents in her bank. She wants to buy 3 pieces of candy. How much would each candy cost? 30*3 = What is the total amount? How many groups do you have? Question to get the quotient?

Worksheet 2

Mama bear has 15 dollars in five-dollar bears in her 3 purses; she can split with her 5 cubs. How many dollars will each cub get? What is the total amount? How many groups do you have?

Question to get the quotient?

A restaurant sold 21 pizzas that contain 3 different ingredients, pepperoni, mushroom, and broccoli, in 7 days. How many did they sell each day? What is the total amount? How many groups do you have? Question to get the quotient?

Alyssa has 90 cents in her bank. She has 3 quarters, 1 nickel, and 2 dimes. She wants to buy 10 pieces of candy. How much would each candy cost? What is the total amount? How many groups do you have? Question to get the quotient?

Worksheet 3 Mama bear has 5 single dollar bills, 4 five-dollar bills in her 3 purses; she can split with her 5 cubs. How many dollars will each cub get? What is the total amount? How many groups do you have? Question to get the quotient?

A restaurant sold 3 pepperoni pizzas, 4 plain pizzas, 5 mushroom pizzas, 3 broccoli pizzas, 5 buffalo chicken pizzas, 5 sausage pizzas and 5 everything pizza in 7 days. How many did they sell each day? What is the total amount? How many groups do you have? Question to get the quotient?

Alyssa has 3 quarters, 1 nickel, and 2 dimes. She wants to buy 10 pieces of candy. How much would each candy cost? What is the total amount? How many groups do you have? Question to get the quotient?