Carolyn Hart TE 803 003 Instructor: Rachel Ayieko

Big Ideas: Numbers interact with other numbers in predictable, systematic ways that are able to be witnessed through processes such as division. Computations can be made easier by approximating numbers that are similar in value. There is more than one algorithm that can lead to successful results in any computation. However, it is best to find the algorithm that makes solving the problem the most simple for you. (The goal of math is find the easiest way). Numerical expressions can be represented in many ways as long as the numerical expression is equivalent in value. Numbers can be used for different purposes, and can be classified in more than one way. Composite numbers are made up of many different number values, while prime numbers are made up of only two values: itself and 1. Related Skills and Goals: GLCEs o N.FL.04.11: Divide numbers up to four digits by one-digit numbers and by 10. o N.FL.04.36: Make appropriate estimations and calculations fluently with whole numbers using mental math strategies.

Carolyn Hart TE801 003 Math Unit

o N.FL.05.05: Solve applied problems involving multiplication and division of whole numbers. o N.ME.04.04: Find all factors of any whole numbers through 50, list factor pairs, and determine if a one-digit number is a factor of a given whole number. o N.MR.05.07: Find the prime factorization of numbers from 2 through 50, express in exponential notation, e.g., 24 = 23 x 31 , and understand that every whole number greater than 1 is either prime or can be expressed as a product of primes. o A.FO.06.11: Related simple linear equations with integer coefficients, e.g. 3x = 8 or x + 5 = 10, to particular contexts and solve. District Learning Goals: o The School Improvement Team has emphasized the importance of using AIMSWeb in order to access individual students mathematical skills, and use this information to guide instruction and interaction. AIMSweb is a data collection site that is used to store results from assessments. Objectives: o Students will be able to apply the algorithm of Divide Multiply Subtract Bring down in order to successfully complete a set of division problems individually. o Students will be able to explicitly explain the steps of the Divide Multiply Subtract Bring down algorithm in a whole-class setting.

Carolyn Hart TE801 003 Math Unit

o Students will be able to estimate numbers individually in order to compute a set of division problems mentally. o Students will be able to express numbers in various ways, while understanding the value remains the same. o Students will be able to explore different strategies and apply these strategies to successfully complete division problems. Process Goals (NCTM): o Build new mathematical knowledge through problem solving o Communicate their mathematical thinking coherently and clearly to peers, teachers and others Pre-Assessment: Three students will be interviewed. These three students will represent the highlevel learners, the medium-level learners and the low-level learners. I will interview the students using the following format. Ask students, how do you feel about division? Why? o Really push students here. Its hard is not an acceptable answer. Why is it hard? What is hard about it? Where in the division process do you experience problems? Present the Divide - Multiply Subtract Bring down algorithm to student. Ask if they have seen this algorithm before. If they have, ask them if they think it is helpful.

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Have students perform a division problem using a one-digit divisor. Dont give any support; let the student do whatever they think is right.

Have student explain thinking. Say can you explain to me why you did the problem in this way? Really push students to be very specific in their explanation of their process. Say things like What do you mean by that? or You didnt explain why you put this number here why did you do that?

Then ask, what is a way that you can estimate these numbers to make the problem something that you can do in your head? Do not give any support here either, just let the student do whatever they think is right.

Have them explain reasoning. Thank student and send them back to class.

Pre-Assessment Analysis Overall, the students do not seem to have a firm grasp on division whatsoever. Each student that I pre-assessed stated that division was hard. When pushed further, the students noted that it was just confusing, there were too many steps, etc. After talking to the intern that teaches math, I have realized that the division is not something that is commonly worked on in class. In fact, she believes that students feel this negatively towards division, is because they have had very little exposure to this. As the pre-assessment continued, it became increasingly clear that students had indeed not been very exposed to division, and any exposure they had was not sufficient enough to work through the many misconceptions that students had about the subject.

Carolyn Hart TE801 003 Math Unit

Students made many mistakes during the pre-assessment, worked hastily, and became increasingly frustrated. This experience has made me realize just how much explicit instruction, modeling and various strategies will be needed to be incorporated into my unit. I am incorporating modeling on a daily basis, taking advantage of engaging technology such as the Smartboard, the white board, the ELMO, etc. I will also be using real-world examples to give value to the subject that they all seem to detest so much. In addition, students will be working with partners, in groups and individually in an attempt to meet all of the diverse working styles that I have in my classroom since it seems as though all students need all the advantages they can get. Lastly, I will instruct on various strategies that will help yield successful results in a division problem in a further attempt to meet all of the various, diverse learning styles. Summative Assessment: I will be revising the summative assessment that is given in the textbook. It applies real-world connections that I will also be using in my instruction time. However, this summative assessment does not leave room for students to explain the process. Since this is one of my objectives, this will need to be included in the summative assessment. It is important for students to understand that math is NOT just about the result, but it is largely about the process as well. It is important for students to develop metacognitive skills and evaluate their own thinking during this process. According to the math survey that I administered for Project 1, students seem to think that math is all about right or wrong answers. I

Carolyn Hart TE801 003 Math Unit

want to challenge this thinking and make students appreciate math as a critical thinking process. Formative Assessment Specific areas of interest: the inner dialogue during process/steps to yield successful results; the strategies used in students heads while attempting to successfully complete mental math problems. Formative assessments will be done throughout the unit using these techniques: o Anecdotal records: Students will be asked to explain their reasoning verbally. I will take notes on what they say, and then further analyze this to get an understanding of their idea of the concept. o Homework assignments: Collecting and analyzing processes/solutions to particular problems Assessment Analysis My assessment plan was built around the objectives, so I believe that my assessment will address all the objectives. For example, the formative assessments will be focused on finding evidence that shows that students are developing a proper schema of the steps of the algorithm, and having conducive and productive inner dialogue while completely mathematical tasks. The summative assessment is being tweaked so that it better suits the objectives, since the objectives have such a strong emphasis on not just the result of the task, but the process that is happening during the task. The pre-assessment gathers information about the students experience and will

Carolyn Hart TE801 003 Math Unit

help to analyze how far the students are from reaching the objectives before the instruction for the unit takes place. In order for the students to be successful during these assessments, they have to have to be comfortable with math talk. From what I have seen of math in my school (and granted, it isnt much since my MT teaches Social Studies and Language Arts only), it seems to be largely based on writing down a number and it is either the right number or the wrong number. Students will need to really develop their ability to discuss what is happening during the mathematical process they might not even be aware of what is going on, much less how to talk about what is going on. Explicit instruction, plenty of classroom practice and constructive feedback will help to develop these skills. As I touched upon, I believe that students will struggle most with the idea of math talk. Therefore, this portion of the lesson will be emphasized the most in order to give students the best chance of succeeding at it. I think that students will find the individual steps of the algorithm such as, the subtracting portion of the algorithm the easiest since they have had plenty of experience with this idea and are now just using it in a different context. Modeling will be used to scaffold this concept for my students. I will constantly be explaining my thought process, emphasizing the importance of the process of math, and will also be pushing my students to explain their thinking as well. Since the formative assessments will be largely informal, they will not interrupt classroom time, but will happen almost organically as instruction time is happening. The only thing that might slow down instruction time is the fact that I do want to keep pretty frequent records of evidence of student thought in order to evaluate where they

Carolyn Hart TE801 003 Math Unit

are at in terms of meeting the objectives. This evidence that I will be collecting frequently will really help to contribute to my understanding of where the students are, as individuals and as a whole class. The homework assignments will also be formatted similarly to the summative assessment and thus be a good predictor of students success on the summative assessment. Besides the objectives, the students will also need to have other outside skills such as reading (since there will be a lot of story problems used) and writing (since students will be expected to write their process. Because I work with these students in Language Arts, I have a good understanding of which students will need help where (of course, approaching literacy skills in a mathematical context may present a whole new wave of struggles). Accommodations will be made accordingly. For instant, some students with IEP are allowed to dictate long written answers and have a special education teacher/paraprofessional scribe their thoughts. These types of routine accommodations will be welcomed during my math unit. These assessments emphasized a very literacy-based learning style. Students must be really skilled in metacognitive skills, such as accessing their inner dialogue, and expressing this inner dialogue verbally. For some students, I do not predict this to be too much of a struggle. However, some other students may find this to be quite a challenge, since I do believe that they have much prior experience with metacognition in a math setting. Therefore, some intense modeling will be done, using technological tools such as the SmartBoard. Differentiating Instruction

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For students who have a lack of confidence (which may or may not be a product of consistent academic struggles), Think-Pair-Share may be a way for them to talk about concepts in a safe environment (with just one other they feel comfortable with), and also a way to validate their own thinking and/or learn from the thinking of another person.

Several students have IEPs that allow them to have tests facilitated to them. Therefore, these students will be able to go the special education classroom and have their tests read to them (since there will be an emphasis on real-world story problems which will involve a lot of reading, it may be necessary for students who have a LD in Basic Reading, Reading Fluency, etc.)

One student who is on the Autism spectrum is able to dictate long responses to a paraprofessional who will then scribe his thoughts. This will be allowed on homework and tests.

For students who are working above grade level, and thus reach the objectives of the day much earlier than the majority of the class, a set of challenge problems will be available for students to work through, that will push their thinking to the next level.

Support will be given where needed i.e., students can work one on one with me if they feel like they are not able to answer the question of the day by the time instruction is over.

There are no English language learners in my class.

Projected Sequence of Lessons

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Day

Note: A pre-test will be given the day before instruction begins. GLCE / Teaching Objective N.FL.04.11: Divide numbers up to four digits by one-digit numbers and by 10. Activity and Rationale Materials Big Idea

1 Dividing Multiples of 10 and 100

Pose question SmartBoard, of the day White board, students know textbook what to work towards (should be able to answer question at the Students will be end of class) able to apply understanding Think-Pairof place value Share: to find patterns Students will that will aid use prior them in dividing knowledge to by multiples of help with make 10 mentally. connections. Students have already learned this concept, using multiplication instead. Without giving direct instruction, have students pair up how will pairs be determined and give them some math problems. Then give the related division equivalent to these problems. Let students discuss and

Understanding place value can help divide by multiples of 10 and 100 into mental math. Numbers interact with other numbers in predictable, systematic ways that are able to be witnessed through processes such as division.

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attempt these problems with a partner. As students start to finish up, have students come up and share what they believe the answers are, and explain the connection between these two concepts. Whole Group Discussion: Explicitly model the method for students. Use pattern in textbook: notice the pattern. 10 divided by 5 = 2; 100 divided 5 = 1- tens divided by 5 = 2 tens = 20. Separate the zeroes, then bring them back in.. Think Pair Share allows students to practice math talk in with one another person, which is nonintimidating, and also allows students to learn from one

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another. Whole Group Discussion ensures students are getting equal direction instruction.

Day 2 Estimating Quotients

GLCE / Teaching Objective N.FL.04.36: Make appropriate estimations and calculations fluently with whole numbers using mental math strategies.

Activity and Rationale Pose question of the day students know what to work towards (should be able to answer question at the end of class) Start by thinking of examples where you only need an estimate and not an exact answer. Use these example to begin modeling inner dialogue. This method will help students understand reallife value of concept. Model not only example but counterexample. It is easy for

Materials

Big Idea

Smartboards, whiteboards, textbook

There is more than one way to estimate a quotient. Substituting compatible numbers is an efficient technique for estimating quotients. Computations can be made easier by approximating numbers that are similar in value.

Students will be able to use rounding and compatible numbers to estimate quotients of whole numbers.

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students to just estimate numbers to the nearest 10, 5, etc. but it does not necessarily work with division problems that are easy to do mentally. This will help to eliminate misconceptions. Think-PairShare a new example. Students work together and have to discuss their reasoning. They have to show their work in front of the class, and reasoning will be discussed. Math is not just about the result, it is about the process.

Day

GLCE / Teaching Objective 3 Problem N.FL.05.05: Solving Solve applied Reasonableness problems involving multiplication and division of whole

Activity and Rationale Pose question of the day students know what to work towards (should be able to answer

Materials

Big Idea

Carolyn Hart TE801 003 Math Unit

numbers.

question at the end of class) Define reasonableness and why it is important. Gives students a value for the concept. Partner work work with story problem. Think Pair Share, students can bounce off ideas and work together to think critically about math concepts. Bring ideas back to the whole class. Discuss why one problem is not reasonable to have a remainder, and why we must round. Allow math talk to occur. Math talk helps to develop students skills about thinking critically about math instead of just thinking of a math as a set of formulas that gives arbitrary

Student use rounding and compatible numbers to estimate quotients of whole numbers.

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answers.

Day 4 Connecting Models and Symbols

GLCE / Teaching Objective N.FL.05.05: Solve applied problems involving multiplication and division of whole numbers.

Activity and Rationale Pose question of the day students know what to work towards (should be able to answer question at the end of class) Real-world example shows realworld value of understanding concept Model explicitly, try to get ELMO, if not make something on the Smartboard. Voice inner dialogue. Ask for questions. This direct instruction should help everyone be on the same page since they are getting the same directions. Pose a problem

Materials

Big Idea

Play money/coins Smartboard Whiteboard ELMO?

The sharing interpretation of division and money can be used to model the standard division algorithm. There is more than one algorithm that can lead to successful results in any computation. However, it is best to find the algorithm that makes solving the problem the most simple for you. (The goal of math is find the easiest way). Numerical expressions can be represented in many ways as long as the numerical expression is equivalent in value.

Students will be able to use money to model dividing a three-digit number by a one-digit number.

Carolyn Hart TE801 003 Math Unit

and have them work in groups with play money. Group members will have roles so that everyone knows what they are doing. Roles will be predetermined by me for specific reasons i.e. the quiet one who never shares will be assigned the role of the reporter. Working with money is hands-on and related to the real-world, thus increasing the value for students. It also gives them another strategy that will help them successfully complete the problems.

Day 5 Dividing by 1-Digit Divisors

GLCE / Teaching Objective N.FL.04.11: Divide numbers up to four digits by one-digit numbers and

Activity and Rationale Pose question of the day students know what to work towards (should

Materials Visual posterboard with algorithm explicitly displayed

Big Idea

There is more than one algorithm that can lead to successful

Carolyn Hart TE801 003 Math Unit

by 10.

be able to answer Students will be question at the able to apply end of class) the algorithm of Divide Give example Multiply of 3-digit Subtract divided by 1 Bring down in digit that are order to related to successfully students complete a set lives even if of division Im just using problems their names, individually. this will help to engage them. Students will be Ask students, able to explicitly how would I explain the solve this? steps of the Take Divide suggestions. Multiply Subtract Introduce Bring down algorithm algorithm in a poster. Say, whole-class great setting. suggestions. I know we have been working with a lot of strategies but here is another one, and one that really works for me this is not only true, but will perhaps engage them? Model algorithm explicitly. Explain poster, and do the

Smartboard Whiteboard Textbook Individual whiteboards for students

results in any computation. However, it is best to find the algorithm that makes solving the problem the most simple for you. (The goal of math is find the easiest way).

Carolyn Hart TE801 003 Math Unit

algorithm using either the SmartBoard or an Elmo. Ask for questions. Put a problem on the SmartBoard. Hand out whiteboards to each set of partners. Assign numbers (1 or 2) so that each partner will be able to write twice to make it fair. Have students do the first step of the algorithm (divide) on their whiteboard with their partner. When it looks like everyone is done, have them raise their boards. Use this as an informal assessment. Pick a pair that had the correct answer to come and share their answer on the Smartboard. Repeat through all of the steps of the algorithm.

Carolyn Hart TE801 003 Math Unit

If students have individual questions, have them come up and work with me one on one. Have some practice problems available for the students who feel that that they have successfully grasped the concept while I work with the other students.

Day 6 Zeros in the Quotient

GLCE / Teaching Objective N.FL.04.11: Divide numbers up to four digits by one-digit numbers and by 10.

Activity and Rationale Pose question of the day students know what to work towards (should be able to answer question at the end of class) Since children have already learned about place value, draw about their prior knowledge ask students, what does the

Materials Paper money 4 $100 bills, 5 $10 bills, 20 $1 bills

Big Idea

There is more than one algorithm that can lead to successful results in any computation. However, it is best to find the algorithm that makes solving the problem the most simple for you. (The goal of math is find the easiest way FOR YOU).

Carolyn Hart TE801 003 Math Unit

zero in 306 mean? Let them know that they will need this knowledge of place value, so they are already halfway there! Scaffolding, as well as building confidence and ideally enthusiasm that often accompanies can-do attitude Pose a real-life question using student names to get them thinking about the relevance of this concept to their lives. Have students go back to their money groups to solve this problem. They can use any method they choose. Go around and have the reporter share each groups results. Work through problem in front of class using money and/or Smartboard if

Carolyn Hart TE801 003 Math Unit

there is no ELMO. Voice inner dialogue. Ask questions throughout. Give two more problems. Informally assess groups as they work these problems. Talk to each group as much as I can to gauge where they are at. If I see any consistent problems that are happening across several groups, address these groups as a class. For groups that finish earlier, give challenge problems.

Day 7 Understanding Factors

GLCE / Teaching Objective N.MR.05.07: Find the prime factorization of numbers from 2 through 50,

Activity and Rationale Pose question of the day students know what to work towards (should

Materials

Big Idea

Textbook, pencil, Whiteboard, Poster Visual and/or

Numbers interact with other numbers in predictable, systematic

Carolyn Hart TE801 003 Math Unit

express in exponential notation, e.g., 24 = 23 x 31 , and understand that every whole number greater than 1 is either prime or can be expressed as a product of primes.

be able to answer question at the end of class) Put a number such as 36 on the board. Ask students, what are all the possible ways we can use multiplication to get 36 as an answer? Introduce the vocabulary factor pair. This will help get the students to start thinking in the right way for this lesson. Introduce divisibility rules one by one, giving an example of each. Gives a systematic and manageable feel to this lesson. Model factoring using divisibility rules. Have students check each one with you. Informal assessment thumbs up/down if the

individual charts.

ways that are able to be witnessed through processes such as division. Numbers can be used for different purposes, and can be classified in more than one way.

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rule works. Gauge student understanding. Have students do this with partners. Walk around room to gauge where students are at. Reteach accordingly.

Day 8 Prime and Composite Numbers

GLCE / Teaching Objective A.FO.06.11: Related simple linear equations with integer coefficients, e.g. 3x = 8 or x + 5 = 10, to particular contexts and solve.

Activity and Rationale

Materials

Big Idea

Pose question Arrays/counters Numbers can of the day be used for students know different what to work purposes, and towards (should can be be able to classified in answer more than one question at the way. end of class) Model what a factor tree looks like. Gets them exposed to what they will be working with. Work backwards. Helps student see the end result and scaffolds in their minds how to get them to this result,

Carolyn Hart TE801 003 Math Unit

emphasis on the process. Model with arrays or counters. Helps out students who think visually and also challenges the concept that math is not tangible. Discuss vocabulary explicitly so they can discuss the concept in an educated manner, gets them prepared for future runins with these words.

Day 9 Review Day

GLCE / Teaching Objective All unit GLCEs/Teaching Objectives

Activity and Rationale JEOPARDY style gameshow system. Give time at the end to allow students to work one on one with me at the end of they are still

Materials

Big Idea

Smartboard, whiteboard, math textbook

All unit Big Ideas

Carolyn Hart TE801 003 Math Unit

struggling. Group roles will be crucial to make sure each student is participating fully and engaging in this lesson. Review will be largely based on the informal assessments I recorded throughout the unit, as well as the evidence of understanding received during the homework assignments.

The days are sequenced so that students slowly begin to explore division, eventually leading to more independent practice of the many strategies. Strategies will build on one another, and also work together to create a repertoire of division strategies that can be accessed by my students.

Outline for a Daily Lesson Plan Date: 11-1-11 Objective(s) for todays lesson: Students will be able to use money to model dividing a three-digit number by a one-digit number Rationale By using play money to help model a common algorithm, students are developing a sense of real-world value for this skill. At this age, students are beginning

Carolyn Hart TE801 003 Math Unit

to understand the value of money, and it is something that is super intriguing to them. Thus, seeing it being used in their math class will make them realize how valuable these concepts are for not only passing a test, but handling money and other situations in their future. In addition, this hands-on activities helps to ensure that students are not simply memorizing steps, but are actually manipulating the concept and understanding it on a higher-thinking level. Materials & supplies needed: play money, Smartboard, white board, ELMO (if available), textbook, teacher handbook, pencil, math notebook

Procedures and approximate time allocated for each event

Academic, Social and Linguistic Support during each event

Introduction to the lesson (What will I say to help children understand the purpose of the lesson? How will I help them make connections to prior lessons or experiences in and out of school? How will I motivate them to become engaged in the lesson and understand its real world purpose?) (_ minutes)

Start by writing the question of the day on the board: How can I use money to understand division?. Tell students that this is the question that they should be able to answer before class is over. This will keep them focused on the objective of the day, so that they can monitor their own learning (ideally). Also remind them dont stress!! If for some reason, they are still struggling to answer, I will be available for one-on-one work at the end of class AND they will be given additional homework for practice. Giving them this information at the beginning of class will help them monitor their progress and help them determine if they will be needing to meet with me for one-onone help. Pose an example question, using the students names (this has been used before in my lessons, and really increases engagement!), giving the

Help students who struggle to monitor their thinking where do I need to be at the end of this lesson?

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example of if ____ and _____ decided to mow their lawn for their neighbor, Miss Hart, and I gave them a 10 dollar bill, that they had to split into two. What would they do? o Ideally, students would recognize that ___ and ____ would have to ask Miss Hart to give them two 5 dollar bills instead. If they do not come up with this conclusion, guide them to this conclusion i.e., Should I just rip the 10 dollar bill in half?? Obviously not!! Well then, what should I do? How do I make it so both ____ and ____ get the same amount of money? Etc. etc. OUTLINE of key events during the lesson (Include specific details about how I will begin and end activities; what discussion questions I will use; how I will help children understand behavior expectations during the lesson; when/how I will distribute supplies and materials) (___ minutes) Start by grouping students into groups of 4. We will have two groups of 5, however. Each student will be assigned a role: reporter, recorder, banker, and facilitator. o The reporter has to share with the rest of the class the consensus the rest of the group thought of. o The recorder must take notes of all the information that was discussed during their group time. o The banker handles the money and gets to make the exchanges necessary. o The facilitator is the leader of the group and they must make sure that each student is complying with their job title, as well as starting the conversation. o In the groups that have 5, we will have 2 facilitators. I will announce who the group members are, and give them in an area to sit/work. Once this has happened for every group, I will give them a paper that says their roles for each member of the group. Once every group has this paper and has

Roles will be given based on my discretion, and based on the skills that each student needs to work on. For example, the reporter in each group will be the quiet kids that either are hesitant to share because of their personality is generally more shy, OR the students who lack confidence. By using the information gathered by the WHOLE group, not just their information, which will hopefully boost their confidence, and will also ensure that they will be speaking

Carolyn Hart TE801 003 Math Unit

discovered their role, I will then explain the roles of each person. I will say Now that you have each seen your paper, you will notice that I have roles for you guys. These roles are already written down that means they are permanent!! (this will hopefully stop the students who might immediately object to being the reporter, etc.). I put you all on these roles because I knew you would be great in them. Now that you all know your roles, let me explain what each of these roles mean: the REPORTER is the person that, when it comes time to share, must share with the entire class the information your group has come up with. This job is very important because we need to as a whole class work together, and you are the person that communicates this information with us. The RECORDER, you are super important because you are writing down what the group is thinking. This information is really important writing information down makes sure that important things will be remembered, and that the reporter will give an accurate report. The banker is the person that will handle the money yes, we will be working with money today. You guys are the people that exchange the money based on what your group says. The facilitator means that you are the leader of the group. You have to make sure that everyone is working together, that everyone is doing their jobs, AND if there is a point where no one is discussing the problem, you need to start the conversation back up. All of these roles are super important, so make sure you know what you are supposed to do. Does anyone need any clarification? Once groups have been established, and roles have been assigned, give out the play money that they will use to work with. E ach group will receive the following: 2 $100 bills, 15 $10 bills, and 30 $1 bills. The banker is responsible for handling the money. Model the process for the students in front of the class. It is unlikely that I will be able to get an ELMO for this lesson, so it would be best for me to

during this lesson. Roles will also ensure that each student feels like they have an important place in the lesson, and the lesson would not work as well without them. This helps to build a learning community, and will hopefully contribute positively to the classroom dynamic. Roles also will work with the student who is on the autism spectrum. He struggles with interacting with his peers; however, he responds wonderfully to very direct instructions that are written for him. Therefore, I am thinking that having interaction with his peers that is largely based on rules and routines i.e. they all have roles and things they need to focus on, he will be able to successfully interact with his peers. Multiplication tables will be available for students who struggle with their multiplication tables. Although multiplication tables

Carolyn Hart TE801 003 Math Unit

draw the money on a whiteboard or the Smartboard (if I do get a ELMO, I will just do the process with my own set of the play money underneath the ELMO). Say, Alright, lets explore how using money will help us think about division. I am going to solve a problem using money up here, and I want you to work with your groups and do what I am doing. If anyone has any questions while I am showing you, please ask it!! Chances are, someone else in the class has the same question you do, so you might be helping someone else out too! Start by modeling the problem given in the textbook. Say Place $108 in the center of your table. We will use ONE $100 bill and eight $1 bill draw this on the whiteboard It helps to start with the bill with the greatest value. In this case, the $100 bill has a MUCH greater value than the $1 bill.. so lets start with that. Can we share this $100 bill equally among 4 people, as is? Students should respond NO since it is only one bill. What do you have to do in order to share it equally among 4 people? Take answers until someone says you have to exchange it. Ideally, students will make connections from the problem during the intro, and realize what must be done. Right, you have to exchange it. Lets exchange it for 10 $10 bills.. this will equal 100 dollars have students exchange this in their groups as well (this helps to work towards the unit objective that values can be expressed in different ways) Now, the bill with the greatest value is the $10 bill. Can we share the $10 bills among 4 people equally? Have students try to break the $10 into 4 groups. Ideally, students will realize that they can do this, but there will be some bills left over. Yes! There will be some left over. How many $10 bills went into each group, though? Two. How many $10 bills were left over? 2. What can we do to share these $10 bills? Ideally, students that another exchange is needed. If they do not realize this, remind them by bringing up the problem during the introduction, and by bringing up what we did with the $100 bills.. (during both of those times, we had to.

should be memorized at this point, this is NOT what the students are being assessed on. Therefore, if they want these multiplication tables on hand, they will be available for them.

Carolyn Hart TE801 003 Math Unit

Helps to tie up loose ends for students who are still struggling with these concepts, as well as clarifies it for students who just have may been confused. Having a discussion may help students who have difficulties writing understand the concepts. Encourages students who lack confidence to Closing summary for the lesson (How will I bring participate, as well as implies that their voice is closure to the lesson and actively involve children in hugely important and is reflecting on their experiences? How will I help them make connections to prior lessons or prepare for future very much needed in this classroom setting. experiences? What kind of feedback do I want from them at this time?) (___ minutes) After the children have worked in their groups, bring them back together as a whole class. Say, Lets talk about what happened in our groups with our money. Does someone want to share what they noticed? How do you think that this banking activity can help with division? Did you

EXCHANGE the bills!) Have students exchange the remaining $10 bills for twenty $1 bills. Now you have twenty-eight bills. Can you share these twenty-eight bills equally among 4 people? You may use your multiplication tables if necessary. Yes each person would get 7 $1 bills. So, in a group of 4, does each person get an equal share? Yes. How much does everyone get? $27. Ask if there is any questions, or if anything was confusing for students. Remind them to not be afraid to ask questions, since they will be doing this in their group soon. Also, remind them that other students may have a similar question, so they should not be afraid to ask, since you may be helping out your classmates. Put another problem on the whiteboard. Write other problem in here. Have students work together in their team to finish it. Walk around and take notes on how the students are doing. Are they following the process that you modeled for them? Are members of the group following the rules set by their job title? Are students thinking conceptually about each problem? GUIDED PRACTICE. If time allows, and if students seem like they need more practice with this concept, put another question on the board. Do the process again, and take further records about the progress of the students.

Carolyn Hart TE801 003 Math Unit

notice that you can represent different numbers in different ways? How? Let children respond to these questions and allow a discussion to happen, thus tying up the ends of the lesson. If I notice that certain students are not participating in the lesson, call on their group i.e. I havent heard from everyone in this group yet, and I would love to hear your ideas. Do you have anything you would like to share? Ideally, this will encourage participation without having students feel like they are individually sought out. Transition to next learning activity Say Thank you for learning a new way of thinking of division with me! Tomorrow, we will learn another trick that can help make division a more manageable part of math. Most of my students have cited that division is the hardest part of math for them. Therefore, I want to treat this lesson like its a workshop that is introducing a bunch of tools that can make division easier. Assessment (How will I gauge the students learning as Academic, Social, and I implement the lesson plan and once the lesson is Linguistic Support during completed? Specifically, what will I look for? How will I assessment - For the students use what I am learning to inform my next steps?) who lack confidence, - Assessment will happen informally as I record the whether or not it is conversations that are happening in within the due to their groups. They will also be happening during the consistent academic whole-group discussion. I will be looking for struggles, I will have evidence that children are making connections to be aware that I between the activity and the process of division. I may have to push will be looking for students who understand what it them in order to hear means to exchange money, thus fulfilling the their thoughts. objective of understanding values can be - Some students have represented in different ways. Overall, I would like an IEP that allows to see evidence of students exploring the concept them to give their and the entire process of division, and become less answers orally and hung up on the right or wrong answer. have someone, - Homework will also be given out. I will be looking usually a for evidence of understanding similar to what I was paraprofessional, searching for during the informal assessments. scribe their thoughts. - I will use the evidence I gathered to understand This will be -

Carolyn Hart TE801 003 Math Unit

how students are interacting with the division process. Are students understanding it is to divide? Are students able to interact with values? Do I need to spend more time on what division ,means? If students are failing to understand what is at the heart of the division process, it may be difficult to proceed to the next lesson, which is introducing an algorithm to aid in the division process. HOMEWORK: Independent Practice #7 Reflection After teaching each lesson, write a Book Club Blog Posting discussing the following: What students learned and which students struggled with the lesson. What are alternate reads of your students performance or products? What did you learn about your students literacy practices that extend beyond your objectives? When and how will you re-teach the material to students who need additional support? If you were to teach this same lesson again, what would you do differently and how do you think the changes would improve students learning?

welcomed during the assessment piece of the lesson.

Outline for a Daily Lesson Plan (download an electronic template of this form from our course website) Date: 11-2-11 Objective(s) for todays lesson: Students will be able to apply the algorithm of Divide Multiply Subtract Bring down in order to successfully complete a set of division problems individually. Students will be able to explicitly explain the steps of the Divide Multiply Subtract Bring down algorithm in a whole-class setting.

Rationale A large portion of my students have expressed to me many times that they think division is the hardest part of math. The previous lessons have introduced the importance and relevance of division to their lives. For example, the previous lesson worked with money, and asked the question, how will money be split up in a group of four, etc. This lesson introduces an algorithm that will aid students as they worked to

Carolyn Hart TE801 003 Math Unit

solve these real-life problems.

Materials & supplies needed: Visual posterboard with algorithm explicitly displayed, Smartboard, Whiteboard, Textbook, individual whiteboards for students, individual multiplication tables (if needed)

Procedures and approximate time allocated for each event

Academic, Social and Linguistic Support during each event

Introduction to the lesson (What will I say to help children understand the purpose of the lesson? How will I help them make connections to prior lessons or experiences in and out of school? How will I motivate them to become engaged in the lesson and understand its real world purpose?) (_ minutes) Start by writing the question of the day on the board: question of the day. Tell students that this is the question that they should be able to answer before class is over. This will keep them focused on the objective of the day, so that they can monitor their own learning (ideally). Also remind them dont stress!! If for some reason, they are still struggling to answer, I will be available for oneon-one work at the end of class AND they will be given additional homework for practice. Giving them this information at the beginning of class will help them monitor their progress and help them determine if they will be needing to meet with me for one-on-one help. Pose an example question, using the students names (this has been used before in my lessons, and really increases engagement!). Make sure that the example question has a ONE-DIGIT DIVISOR, and the dividend has 3-digits, so something like ____ , _____ and _____ have 103 pieces of candy. They want to divide them up as evenly as possible, so that it is fair. How should we figure this out to make it as fair as possible?

Multiplication tables will be available for students who struggle with their multiplication tables. Although multiplication tables should be memorized at this point, this is NOT what the students are being assessed on. Therefore, if they want these multiplication tables on hand, they will be available for them.

There are students in my class who are LD, or generally struggle with reading. A bunch of text could really overwhelm these students from the get-go, and get them feeling defeated before we even start the lesson.

Carolyn Hart TE801 003 Math Unit

Students have not been given the algorithm yet, so at this point, I am just taking suggestions. Students have been working with the concept of dividing, so at this point, I am just assessing how comfortable they feel with working with division.

Having a simple visual like this can make the process seem less intimidating for these students in particular

OUTLINE of key events during the lesson (Include specific details about how I will begin and end activities; what discussion questions I will use; how I will help children understand behavior expectations during the lesson; when/how I will distribute supplies and materials) (___ minutes) Introduce my visual (the algorithm poster). Say, great suggestions! I know we have been working a lot with division strategies, but here is another one, and this one really works for me! Notice how it really breaks down EACH STEP that goes along with division. Also notice that these steps are made up with things that you guys are already great at like subtracting. Seeing the algorithm laid out like this will perhaps increase confidence and make the process less overwhelming for students. Also, remember that you can use the multiplication table cards if this will make feel more comfortable doing the division and multiplication during this process. Point out to children that this algorithm can be abbreviated with DMBS. Take suggestions for a good way of remembering these steps for example, students could say Dont make boys sad or something to that effect. I think that it will be helpful to have the students think of this, because it will not only be a slightly goofy, engaging activity, but it will also help the students really remember the steps, since they thought of their own way of remembering them. Make sure suggestions stay appropriate, and discipline

Carolyn Hart TE801 003 Math Unit

appropriately if students decide to not stay schoolfriendly. If this occurs, stop the activity and proceed. Take the algorithm to the Smartboard. Write down a problem such as 721/3, and then model the algorithm EXPLICTLY. After each step, make a reference to the poster okay, so the first step is, DIVIDE. Lets start here, and divide 3 into 7. Does anyone know how many times 3 goes into 7 without going over 7 (remind students to refer to their multiplication cards if they need to)? Two times! Right! Two times! So, I will put a two up here on top. Now, we need to MULTIPLY we need to multiply here this two on top, with the 3, our divisor. Explicitly point out where these numbers are in the problem. So class, what is 3 times 2? Six! Wonderful. So lets a put a six here on the board, underneath the seven. Now, our next step is to SUBTRACT. Lets subtract 6 from 7. Class, what is 7 minus 6? One! Yes one. The one goes here, just like it would with any other subtraction. Next, our step is to BRING DOWN. Lets bring down that two there now we have twelve. We must now start the process again with 12. Guys, help me out as I do the process again. Continue with this process, interjecting questions appropriately in order to keep students engaged, and continue to voice that inner dialogue, complete with plenty of references to the chart. Make students feel comfortable with the process. After this modeling, get students into pairs. Hand out a individual whiteboard to each pair. Number pairs each group will have a 1 & 2 How will pairs be determined I will say to the students, now it is your turn to work with this process! Each pair has gotten a whiteboard. Now, we will go through the steps of each problem. Please work with your partners to figure out the answer for each step. We will go through each step one by one, and will hold up our white boards after each step. To make it fair, I have given you each a number. Ones, raise your hands. You guys will write on the whiteboard first. Once we finish the first step, number

. Working with pairs helps to build off of other students thinking, justify their own thinking and be more willing to explore their thinking in a less intimidating manner.

Carolyn Hart TE801 003 Math Unit

twos, you can write on the whiteboard. Remember, just because one of you is writing at a time, you both have to work together to come up with the correct answer. I will really be looking for good teamwork here. Write on a problem on the Smartboard. Start with the DIVIDE step, and have students DIVIDE. Give students time to work in their pairs. Observe how they are working together. Take records of some of the conversation that is being had during this time. When it looks like students have completed their work, have them hold up their whiteboards. Walk around and look at the students work. Call on a student who has the correct answer, and ask them to come up to the Smartboard and write what they have. Have them explain their thinking as they are writing prompt with questions like how did you figure out a two should be there? After they sit back down, remind other students See how they did this? Are there any questions? Allow students to ask any clarifying questions they may have. These students did an excellent job. Make sure you have this written down your whiteboard as well. Give time for students to correct any mistakes. Now, what is the next step? Multiply! Yes. Now, work with your partners to get this next step down. Repeat this process throughout the whole algorithm. At the end, ask for any students who still feel they are struggling. Work one on one with them for as long as time allows. Give a set of practice problems to the students who feel comfortable with this process.

Building confidence, lets students use a technology that may benefit them. For example, one boy struggles with motor skills but since the Smartboard is a much bigger canvas that the paper he is used to, he jumps at the chance to use the Smartboard frequently.

Closing summary for the lesson (How will I bring closure to the lesson and actively involve children in reflecting on their experiences? How will I help them make connections to prior lessons or prepare for future experiences? What kind of feedback do I want from them at this time?) (___ minutes) Bring students back together. Ask students to

Carolyn Hart TE801 003 Math Unit

remind me of what the steps were again. Ask students what they thought the hardest part of the algorithm was, and why, as well as the easiest parts. I want students to be able to reflect on their strengths and weaknesses so that they can allow that to be their focus when doing their homework. Remind students of this by saying something like Alright, it sounds like you are aware of where you are doing good and where you struggling. With the homework tonight, keep this in mind. Really work on the parts you feel less confident at so you can get better at them! Transition to next learning activity Assessment (How will I gauge the students learning as I implement the lesson plan and once the lesson is completed? Specifically, what will I look for? How will I use what I am learning to inform my next steps?) Informal assessment will happen as I take notes on the conversations the students are having when they are working with their partners to complete the process. I will be asking myself the following questions - Are students engaged? Are they working together to successfully complete the next step? Are students talking about what is difficult for them? Are they sharing these reflections with their peers? I will take records accordingly. Formal assessment will be done in the form of the nightly homework assignment. I will be looking for not just correct answers, but will be specifically looking at the process they undertook to get their results. Is this work showing that they are understanding the concept? The steps? What steps are students consistently having problems in? What steps are students consistently excelling it? Do I need to go over some steps? Academic, Social, and Linguistic Support during assessment Some students have an IEP that allows them to give their answers orally and have someone, usually a paraprofessional, scribe their thoughts. This will be welcomed during the assessment piece of the lesson.

Reflection After teaching each lesson, write a Book Club Blog Posting discussing the following:

Carolyn Hart TE801 003 Math Unit

What students learned and which students struggled with the lesson. What are alternate reads of your students performance or products? What did you learn about your students literacy practices that extend beyond your objectives? When and how will you re-teach the material to students who need additional support? If you were to teach this same lesson again, what would you do differently and how do you think the changes would improve students learning?

Parent Involvement This Friday (10/21), along with the weekly newsletter that comes out, I will also send home a parent letter, introducing myself and explaining the concepts that I will be discussing. Dear Parents, Hello! I may have met some of you before, but I wanted to officially introduce myself my name is Miss Hart, and I am the intern in Mrs. Reynolds classroom. I have loved working with your children since the beginning of school, and now I am excited to start my guided lead teaching units this coming week! For my mathematic unit, which will begin on Thursday, October 27,we will be focusing on dividing by one digit divisors. We will be going through many strategies that will help make this process as manageable as possible for your students. Some of the strategies will be rounding the numbers to make the division able to be done mentally; i.e. 213/6 can easily be rounded to 200/5 in order to make the quotient 40. In addition,

Carolyn Hart TE801 003 Math Unit

students will be working with the Divide-Multiply-Subtract-Bring Down algorithm. An additional paper is attached to this that depicts the algorithm in greater detail, in case you wish you assist your child at home with this concept. Please contact me if you have any concerns or questions. My email address is [email protected], and I am happy to hear from you! Thank you, Carolyn Hart 5th Grade Intern The district also encourages teachers to send two positive messages (whether it be via e-mail or phone). These messages let parents know that their child has been working exceptionally hard, has had a great attitude, is participating appropriate and deeply in class, etc. I will be doing this during both of the weeks in which I am guided lead teaching.