48 vues

Transféré par api-269809853

- edu555 week 6
- thgdcommoncoremathbrainboostergamecardsnumandopinbaseset-2
- 3 7 17 hannah eval peer letter
- Math 2
- annotatedresources (1)
- EDEL453 Spring2014 JanaCANTOS LP-3 Copy
- Analyzing Nf
- EDEL453 Spring2013 WilliamHall Unit 3 Economics DAY 2
- eld 375 math lesson 3
- second lesson plan
- math lesson plan 10-22
- lesson plan short sfx makeup rev a chris t 1
- lesson 4 - forward planning doc
- Math--Decimals Unit Review + Answer Sheet
- Untitled
- 25 Oct
- lesson plan english
- Week 9 - Unit 1 at School
- Detailed Daily Lesson Plan - Intro to World Religion
- Phase1 Lesson Plan

Vous êtes sur la page 1sur 9

Schad

Math Topic: Division

Time: 45 minutes

What?

This lesson was designed to help students begin to answer the question of whats happening

when division occurs. The key concept of this lesson will be creating equal groups. In equal

grouping division problems, one factor tells the number of things in a group and the other factor

tells the number of equal-size groups (Chapin Johnson, 2006, pg. 77). In this lessons question in

particular, I will focus on a quotitive division problem. In a quotitive division problem the

number of groups is unknown and thus the action involved in quotitive division problems is one

of subtracting out predetermined amounts (2006, pg. 78). In modeling this problem, students

will repeatedly take out groups of a certain number to discover how many groups of that number

there are. Additionally, in modeling this problem student will be exposed to the different units in

a division problem. That is, that the unit of the answer of a division problem is not the same as

the unit of the amount being divided. The lesson was also designed to focus student attention on

discussing, questioning, and justifying mathematical reasoning with peers. Students will be asked

to not only share their own reasoning strategies and thinking pertaining to mathematical

problems, but also listen and react to the reasoning strategies and thinking of their peers.

How?

My Term III question is focused on using talk in the classroom to encourage, aid, and

facilitate learning. This pairs well with my pedagogical focus for math, which is facilitating

mathematical discussion around mathematical ideas by eliciting, clarifying, and following up on

student explanations. Due to my focus, a large part of how my lesson will be taught using pair

and group-wide discussion. Students will begin the lesson by discussing a division problem as a

whole class, then work in pairs to solve a central problem, and finally participate in a whole-class

discussion showcasing their work and providing feedback to their peers. In doing so students will

be asked to incorporate the guidelines for number talks as articulated by Kazemi and Hintz in

Intentional Talk. That is, students will be asked to listen and respond to their peers in a manner

that is authentic, kind, and curious. Specifically, I will be drawing on the targeted discussion

tactics of open strategy sharing, justification, and define and clarify during the discussion portion

at the end of the lesson. The tasks in this lesson are procedures with connections tasks because

they places larger cognitive demand on the student by asking requiring engagement with the

conceptual idea that underlies the procedure (Shindelar, pg. 16). In regards to discourse, student

knowledge and ideas will be constructed with peer support in both a verbal and non-verbal

manner. By using the manipulatives students will be able to construct quotative division

knowledge with tangible tools, and by engaging in discussion students will be able to verbalize

their understandings. Hopefully, by showing their knowledge in two distinct manners, students

will feel as thought they are the authority of knowing in the classroom. That is, the teacher is

not the only person who knows or understands the problem (Class Notes, November 3, 2014). In

regards to tools, students not only use pencil and paper, but work with manipulatives (in this case

Hershey kisses) as well to unlock division problems. These tools connect to the goal of the

lesson in that they can be used to better develop and show understanding, they are not tools just

for having tools sake.

Why?

I selected this particular topic after close observation of my classroom and noticing that

many students in my classroom continue to struggle with long division problems. This is due in

large part to their incomplete understanding of what happens when one completes the standard

long-division algorithm, as well as their incomplete memorization of multiplication facts. After

extensive discussion with Professor Remillard I decided that, rather then teaching a new longdivision method, I would go back and review (and hopefully support) the underlying reasoning

behind a concept that many students continue to misuse and misunderstand. Since the standard

long division algorithm uses the quotative interpretation of division, that is, an amount is

repeatedly subtracted from the dividend, students benefit from exposure to this methods with the

use of manipulatives because they are able to visualize a algorithm they might already be

comfortable using, though with little understanding of exactly what they are doing (Chapin &

Johnson, 2006, pg. 79). My hope is that decomposing how one thinks about division (by equal

grouping) students will feel empowered and have more self-confidence when it comes to

division problems in the future.

I choose to teach this lesson with the following methods: small group work, and group

discussion. I choose to have students complete small group work as well as participate in wholeclass discussion in large part due to my concerns of seeing an absence of these pedagogical

strategies in the classroom. In my classroom, students constantly work individually to produce

answers to problems with almost no peer to peer dialogue. Elements of number talks such as

pulling apart different strategies, using follow up questions, justifying answers, or analyzing

class-wide work never occurs. The lack of this number talk and group collaboration in my

classroom, coupled with my own personal education belief that students talk (in its multiple

forms) is a positive tool by which lesson content can be better constructed and understood, made

me want to incorporate these methods into my own small group lesson.

Lesson Plan

Goals/Objective

For students: Students will begin to understand the meaning of division in terms of equal

grouping and its relationship to number composition. Students will be able to discuss their own

mathematical reasoning and wonderings as well as listen and respond to peers explanations and

wonderings.

- Sub goals: Students will begin to understand the process of composing numbers, the

concept of factors, and the relationship between division of multiplication, and

addition.

For myself: I will begin to understand how to facilitating mathematical discussions around

mathematical ideas by eliciting, clarifying, and following up on students explanations (using

talk moves).

Standards

PA Mathematics Standards (6th grade)

- Standard - CC.2.1.6.E.2: Identify and choose appropriate processes to compute

fluently with multi-digit numbers.

Materials

The materials needed for this lesson include:

- Paper

- Pencils

- Worksheet (1 for each student)

- White board and marker

- Paper plates

- Hershey kisses (24 for each group)

- Agenda Checklist (teacher only)

Classroom arrangement and management issues

This lesson will take place in an empty classroom down the hall from the regular classroom.

Students will be pulled out during mathematics class. Students will be placed in groups of two at

paired desks. These desks will face the white board in a semi-circle arrangement. This

arrangement will allow students to observe the teacher modeling at the beginning of the lesson,

and then face their peers during the whole-class discussion at the end of the lesson. I anticipate

that some students will not know how to work with a partner. To address this concern a brief

discussion of peer work strategies and norms will be discussed at the start of the lesson.

Additionally, I anticipate that some students will not know how to behave while their peers are

sharing during the whole-class discussion portion of the lesson. To address this concern, group

discussion strategies and norms will be discussed at the start of the group discussion portion of

the lesson and repeated when necessary.

Plan

Launch 10 minutes

The teacher will welcome the students to the mini-lesson. The teacher will acknowledge that

what the students will be doing today will be a little different so a review of norms and

expectations is needed. The teacher will briefly lay out group work discussion strategies and

norms, as well as peer work strategies and norms.

- Three group discussion and peer collaboration norms should be covered, with

students asked to provide either an example or a non-example: 1. Students will listen

to each other 2. Students will take turns (speaking and working together) 3. Students

will disagree respectfully.

o Clarifying questions might include: What does this guideline look like? What

does this guideline sound like?

The teacher will do a simple dot-pattern number talk with the students. This type of number talk

will be quite familiar, as the students have practiced such talks in the regular classroom. The

teacher will show the pattern, have students discuss in pairs, and then have students share how

they saw the dots with the whole class. The teacher will draw the pattern on the board and circle

the groups that students make. Students will be encouraged to circle the patterns on the board

themselves if they feel comfortable.

The teacher will place the number sentence 24 = on the board and ask the class what type

of situation do we have here? What is going on? or, what mathematical operation are we going

to perform in this problem? With student input, the teacher will re-voice student comments and

come to the conclusion that We have a division problem on our hands. [A number can written

in the box as a holder if students are confused.]

The teacher will ask for a student to write the number 6 in the box. teacher will then explain what

that number represents in the problem using the following phrases: In what ways can a group of

24 things be divided up into equal groups of [6]? How can I break 24 apart into equal groups of

[6]? The teacher will write below the number 24 total, below the number 6 groups, and

below the empty box items per group.

Work 15 / 20 minutes

The teacher will explain that the students will be working in pairs to solve the problem on the

board/on their worksheets. The teacher will then pass out worksheets, paper plates, and 24

Hershey kisses to each pair of students. The teacher will ask, How many groups are we going to

have if we are giving each person [6] Hershey kisses? Student pairs will work together to

discover how many equal groups can be made with the given number.

After each pair has made equal groups with the given number the teacher will ask, How many

equal groups of [6] things did you create? Students will discuss. The teacher will prompt

students to discuss how and why they made the decisions that they made. The teacher will

additionally prompt students by asking, can you describe what we have in a different way?

From this hopefully multiplication ways (Ex: 12 x 2 or 2 x 12) and addition ways (Ex: 12 + 12 or

2 +2 +2 +2 +2 +2 +2 +2 +2 +2 +2 +2) and possibly a skip-counting, memorization, or sentence

way will be introduced. The teacher will take special note to write and label each way of

writing out the problem on the board. Students will write these ways of decomposing 24 on the

first page of their worksheet. The teacher will also note that the numbers work as factors of

24 and will create a list on the side of the board.

The teacher will then ask, How else can we divide 24 Hershey kisses into equal groups? The

teacher will have each pair work with a different number, most likely 8 and 12. Students will use

a worksheet to record their number and their work (students should be encouraged to draw or

write out their groups). Students will be directed to write out their grouping method in at least

3 ways, following the example on the board. If students pick a number that does not work in

creating equal groups, their number will be added to the list on the side of the board as an

example that does not work.

Debrief 15 minutes

Each pair will be asked to share their work with their peers. Students should be encouraged to

share their strategy for solving, justify the decisions that they made, as well as define or clarify

and questions from their peers regarding each way they wrote their number sentence.

If time permits, the teacher will note each group of numbers that works and add them to the

number list on the side of the board. The teacher will then inform students that they have found

the factors or 24. Students will discuss what factors might possibly mean and what

information they can tell about a number. [Students will be allowed to eat the Hershey kisses at

this time.]

If time permits, the teacher will ask students Can we take this number sentence and make it into

a story? If I have 24 Hershey kisses

Assessment of the goals/objectives listed above

In order to gage whether students understand how to decompose the number 24 into equal groups

students will be continuously monitored by the teacher during the discussions and peer-work

segments of the lesson. The teacher will take note of the following questions: Do they sound

confident in what they are saying? Does what they are saying make sense? Are there patterns in

their thinking? And, what does their lingering curiosity illuminate regarding their thinking?

To monitor content understanding, students will be observed to see if they can produce 3 other

methods to explain each division problem. When asked, students will be able to explain their

decision making process for creating their groups and recording their methods. This will be

checked specifically with the observation checklist below.

The teacher will also continuously monitor students behavior to see if they have utilized and

followed the group discussion and peer work strategies and norms discussed at the start of the

lesson. In order to gage whether students have comprehended equal grouping and peer and group

discussion strategies and norms the teacher will keep a running record on the following checklist.

Peer Work

Student is able to create other equal groups of 24 things with precision

Student is able to use 3 ways to describe their grouping problem

Student perseveres if missteps are made

Student does not talk over their peers, justifies their thinking and use kind words

Students share the work- one student does not do more than another

Group Discussion

Student listens to peers without interruption and asks clarifying questions

Student presents to peers with authority

If asked, student can articulate peers strategies with clarity and precision

Additional Comments:

- Students may be particularly excited to work with Hershey kisses. If they prove to be

too much of a distraction the teacher will remove them and have students create equal

groups on the white board [each pair will get a portion of the board to write on].

- Students may be unsure of how to discuss mathematical ideas in a small group

setting. Strategies for good discussions will be noted at the start of the lesson and

referred to throughout the lesson as necessary.

- Students may be unsure of how to work with a partner. Strategies for good partner

collaboration will be noted at the start of the lesson and referred to throughout the

lesson as necessary.

- The wording How many groups are we going to make may confuse students. If this

is the case the teacher will ask something along the lines of I have 24 things, I can

break these things up many ways. If I want each person to have the same [number] of

things, how many groups with [number] things can I make? I am asking you not for

how many in each group, but how many groups will you make.

Accommodations

- If students are quickly understanding and moving through the problems with factors

of 24 problems using 36 or 30 may be added on.

Students with reservations to speaking in front of a group will be asked to write down

what they are thinking so the teacher or their partner may read it out loud.

If the problem of showing multiple ways proves too difficult for the group, the

teacher will instruct each pair to use their kisses to make equal groups of a number

you choose out of the 24 whole. These equal groups will then be shared with the rest

of the class and a discussion focused on factors will follow.

Name:

Date:

24 =

24 =

Show your work!

- edu555 week 6Transféré parapi-280868080
- thgdcommoncoremathbrainboostergamecardsnumandopinbaseset-2Transféré parapi-246767077
- 3 7 17 hannah eval peer letterTransféré parapi-350395851
- Math 2Transféré parstephanraza
- annotatedresources (1)Transféré parapi-270516233
- EDEL453 Spring2014 JanaCANTOS LP-3 CopyTransféré parJana Essary
- Analyzing NfTransféré parglewis0566
- EDEL453 Spring2013 WilliamHall Unit 3 Economics DAY 2Transféré parWilliam Hall Jr
- eld 375 math lesson 3Transféré parapi-279517519
- second lesson planTransféré parapi-272728935
- math lesson plan 10-22Transféré parapi-273163050
- lesson plan short sfx makeup rev a chris t 1Transféré parapi-309994676
- lesson 4 - forward planning docTransféré parapi-312024325
- Math--Decimals Unit Review + Answer SheetTransféré parSarah Lou Orrock
- UntitledTransféré parapi-174391216
- 25 OctTransféré parHelliey Haroon L
- lesson plan englishTransféré parapi-307403244
- Week 9 - Unit 1 at SchoolTransféré parShantene Naidu
- Detailed Daily Lesson Plan - Intro to World ReligionTransféré parRupelma Salazar Patnugot
- Phase1 Lesson PlanTransféré parDelia Șipoș
- Knowledge 4Transféré parBecca Eccleston
- ptep goal 1 sy1718 - bataclanTransféré parapi-314402585
- ss lesson plan 1 finalcopyTransféré parapi-439452344
- kindergarten science lesson planTransféré parapi-307434464
- letter dTransféré parapi-295498767
- lesson plan 250Transféré parapi-438146537
- ued 495-496 palmieri scarlett developmentally appropriate instruction artifact 1Transféré parapi-380957472
- lesson plan template3 1Transféré parapi-307692959
- lesson plan 1 - interrupting chickenTransféré parapi-313084547
- week 1Transféré parPHILLIPHAR LEWIS SULONG

- lesson 1 - what is a mapTransféré parapi-269809853
- lesson 2 - reading a mapTransféré parapi-269809853
- annotated bibliographyTransféré parapi-269809853
- convergence chart 2Transféré parapi-269809853
- map unitTransféré parapi-269809853
- kimball town map activityTransféré parapi-269809853
- final portfolio requirementsTransféré parapi-269809853
- final map instructions and planning wrkshtTransféré parapi-269809853
- day 2 map key analysis worksheet group 3Transféré parapi-269809853
- official timelineTransféré parapi-269809853
- lesson 3 - google maps - map scaleTransféré parapi-269809853
- term iii literature lesson plan 1Transféré parapi-269809853
- science lesson plan finalTransféré parapi-269809853
- curriculum table 2Transféré parapi-269809853
- term iii literature lesson plan prof commentsTransféré parapi-269809853
- science lesson plan originalTransféré parapi-269809853
- mathematics lesson plan 1Transféré parapi-269809853
- curriculum table 3Transféré parapi-269809853
- curriculum table 1Transféré parapi-269809853
- tscience lesson plan teachers commentsTransféré parapi-269809853
- term iii literature lesson plan 2Transféré parapi-269809853
- teacher comments mathematics lesson planTransféré parapi-269809853

- Ice BreakersTransféré parMariàn Cuello
- PHD WORK - Linking Theory to Practice Implementation of CLT by Taiwanese University Teachers of EnglishTransféré parDao Mai Phuong
- Tourist Motivation and Activities Nha TrangTransféré parNguyen Phuong Thao
- Implementing the Employability SkillsTransféré parcynthia
- Effective Root Cause Analysis and Corrective Action ProcessTransféré parAhmed Afzaal
- Content ServerTransféré parLoo Chia Ying
- Energy Work, The Secrets of Healing and Spiritual DevelopmentTransféré parleo2304
- DtlTransféré parShyati Jaafar
- Brain Gym Nlp Esl - Text Activities(2)Transféré parVirginia Alvarez
- Fallacies.pdfTransféré parAvinash Rai
- Alteraciones Del Desarrollo de Las Funciones Del HDTransféré parGuillermo Alcalá
- The Science of KhayalTransféré parmidnightprayer
- Euthanasia -Transféré parRoshni Bhatia
- reflection on occupation-based practiceTransféré parapi-293229988
- Why 70% of the Change Initiatives FailTransféré parNicky Elizabeth
- Decision Making Final DraftTransféré parRohan Sharma
- Teori Health BehaviorTransféré parGilang
- Ieo Sample Paper Class-6Transféré parjamanatu
- Bender Wellbery RhetoricalityTransféré parAcacio
- Essay Writing GuideTransféré parKlausen Dias
- presenting numerical data updated LD-v.0.2.pdfTransféré parallana
- Wright Bradley ETransféré parMoeshfieq Williams
- Environment on PhysiologyTransféré partriptirathore
- supervision theory paperTransféré parapi-298976119
- Research ProposalTransféré parSiti Zarehan
- Bunge - Treatise on Basic Philosophy 5Transféré parIgor Lopes da Silva
- A Charmed Life (Celebrating Wicca Every Day)Transféré parspindrift132975
- French level 1Transféré paribnesafi
- Assignment Report WritingTransféré parkamran imtiaz
- Fisher 2014 Cleveland_Fisher_Evaluation of Physical Learning Environments_March_2014-2Transféré parAndrea Vieira