LESSON PLAN (Personal Plan from PS2)

Grade/Subject: 3/Math Unit: Division Duration: 90 minutes

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes:
Develop Number Sense
Specific Learning Outcomes:
12: Demonstrate an understanding of division- representing and explaining division using equal sharing
and equal grouping, relating division to repeated subtraction, modeling equal sharing and equal grouping
using concrete and visual representation and recording the process symbolically
Critical Inquiry:
How can we use strategies to figure out division?
LEARNING OBJECTIVES
By the end of the lesson, students will:
1. Be able to demonstrate division through two more strategies: repeated subtraction & number
lines
2. Be able to answer divisional word problems
3. Understand division through various division games
ASSESSMENTS
Observations: Key Questions:
 Students are actively engaged in the  Can students use strategies to answer divisional
lesson. problems?
 Students are participating in the  Can students answer divisional word problems?
activities presented.
Adaptations: J & H, if they participate in the
first half of the math lesson, for the game
portion they are welcome to play on the
laptops.
Written/Performance Assessments:
 Math Worksheets
MATERIALS AND EQUIPMENT
 Math kits for each student to access a number-line if necessary
 Math worksheets
 PowerPoint
 Division Race worksheets
PROCEDURE
Introduction: 10 minutes
Hook/Attention Grabber: Introduce a new attention grabber! Flat tire…. SHHHHHH.
Tell students “I have a great idea! I had this teacher once who used this attention grabber that I thought
was really cool. Does anyone know what sound a tire makes when it is going flat?” wait to see if anyone
has any ideas
Expectations for Learning and Behaviour:
Review of the strategies we have already gone over!
 Array
 Image
 Family Fact
Go over the meaning behind dividend, divisor and quotient.
Body
Learning Activity #1: demonstrate two more strategies! (5 minutes)
Have students move to the carpet to go over the last few strategies for this unit!
Repeated subtraction: Use the example of 12 divided by 2…
Start with 12-2=10, and then 10-2=8… and so on. Take the first number and subtract it by the divisor.
Keep going until you are left with zero. Count how many times you have done this and that is your
answer.
Division on a number line: Use the same example as before.
Draw a number line on the white board! Have it go from 0-12. Start at 12, count back every 2 numbers
and draw a line to connect them. When I reach 0, count up how many lines I have drawn above the
numbers. I will have six! This demonstrating that 12 divided by 2 is six.

Learning Activity #2: Using these strategies on a worksheet (15 minutes)

Have students return back to their seats and sit in their NUMBER GROUPS
Have distributor pass out the math worksheet!
 Students are to use the repeated subtraction strategy on the front side and the number line to
answer the questions on the back half.
 Have students work on the individually!
 Worksheet will be attached separately.

Learning Activity #3: Word Problems (20 minutes)

 Word problems will be posted on the PowerPoint.
 Use Popsicle sticks to let students read the question aloud to the class.
 On the first question, do as a whole class.
 Show them which number is the dividend and the divisor. Once the numbers are discovered, have
them tell me how to write the division sentence.
 Have one student tell me which strategy they wish to use, demonstrate my process and have one
student tell me the answer.
 Have a second problem ready for students to work through together as a class
 Have a third problem for the students to work through as a table. Have them write it on the
white boards to answer!
 Have the student in spot number 3 grab 1 white board and 1 pen for the table to use to answer
this question.

Learning Activity #4: Division Race game! (20 minutes)

 Hand out each table 1 copy of the race game board
 Each table group will receive a stack of questions.
 Each person will go around one by one and answer the question. If they get it right, they move
forward. If they get it wrong, they do not move their chip forward.
 They will continue to go until someone has won!
 ** After one person has answered a question, they can put the question back in the pile for
someone lese to answer.
 Students will play this game as many times until the recess bell.
Closure: 10 minutes
Have students clean up!
 One person is in charge of collecting the race game boards (bring them to me), another is in
charge of collecting the plastic dots (put them back in the container at the front table), and the
last person is in charge of collecting the division questions (put them in a pile on the back table)
GO!
Consolidation/Assessment of Learning: Students completed the outcomes required if they were able to
answer the questions given to them by using the strategies presented. As well, if they are able to pick
out key information within a word problem and turn it into a division sentence.
Feedback From Students: Ask one student from each table what their favorite strategy is for division?
Thumb up and thumbs down if they found them helpful to help answer division questions!
Feedback To Students: Tell students to keep their favorite strategy in mind for the next few math
lessons. This will help them a lot!
Transition To Next Lesson: Once the students have cleaned up their desks and they are ready to go, send
them for recess!