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Paraprofessional Plan

Morning Math Group

I.
Setting:
When: 11:20 11:45

Where: In the table directly outside classroom in the hall outside.

Lesson Objective 1:
Students will correctly divide 5 out of 5 problems with one-digit divisor, three-digit
dividend, and 2-digit quotient with remainder using the standard algorithm (short
form algorithm Stein et al, 2006, p. 175).
Things Youll Need:
- Whiteboard
- Dry erase marker
- Students math notebooks
- Worksheet- Lesson 2
- Behavior expectations poster
II.
Lesson Opening (9:30 9:35)
Call students to attention: Third graders Lets get started.
Small group signal: When I say Bring it back I expect students to but their pencils
down and give me their attention.
Raise your hand to talk.

Teacher
Student
Follow directions others. Read it with me. (Pause)
What does this mean?
Students explain
(Repeat with other rules)

Tell students todays plan and goal:

We are all familiar with how to divide; today our goal is to gain extra practice in
dividing larger numbers when there is a decimal. I want everyone to feel
confident when dividing because you will continue to use division throughout
the rest of your school days.

III.

Demonstration

Teacher

Student
Response

When a division problem has lots of digits, we work the

problem a part at a time. We always begin a problem by
underlining the first part we work. Sometimes we underline
just the first digit. Sometimes we underline the first two digits.
Write the following on the board 6/242
Were dividing by 6. If the first digit in the number were
dividing is at least as big as 6, we underline the first digit in
242. If 6 cant go into the first digit, we underline the first two
digits.
Look at the number were dividing into. The first digit were
dividing into is 2. Is 2 at least as big as 6?
So we underline the first two digits. Underline 24
The underlined problem says 6 goes into 24. What does the
underlined problem say?

No
6 goes into 24

Repeat step 2 with these problems: 5/87, 9/328 , 4/38 , 6/62 ,

3/245, 7/832
Have students underline the part they would work on first
7/248, 3/527, 7/486, 5/532 , 5/234, 6/184, 6/932, 4/128,
4/436, 8/264
IV.

Supervised Practice

Teacher

5/213
Tell me the part to underline underline 21
What does the underline problem say?
How many times does 5 go into 21?
Ill write the 4 over the last digit underlined.
Now multiply 4 x5. What is 4 x 5?
Now I subtract 20 from 21. What is 1-0?

Whats the next digit after the underlined part? Ill bring it
down and write it after the 1
What number is under the line now?
The next part of the problem says 5 goes into 13. What does
the problem say now?
How many times does 5 go into 13?

Student
Response
5 goes into 213
21
5 goes into 21
4
20
1
3
13
5 goes into 13
2
10

I write the 2 above the digit I brought down.

Now I multiply and subtract. What is 2 x 5?
I write 10 under the 13. What is 12 minus 10?
The problem is finished. Every digit after the underlined part
has a digit over it. 5 goes into 213, forty-two times with a
remainder of 3. How many times does 5 go into 213?
Group practice with 7/49, 2/135, 3/65

3
42 times with a
remainder of 3

Have students work in notebooks on solving list of problems: 7/248, 3/527, 7/486,
5/532 , 5/234, 6/184, 6/932, 4/128, 4/436, 8/264
Give directions: And go work trough the first problem with students. Write steps
down and leave on table for students to refer back to.
4/69
Touch the problem. Read the problem.
Underline the part you work first.
Say the underlined problem.
How many times does 4 go into 6?
Write the 1, multiply, subtract, and then bring down the next digit. What
number is under the line now?
Say the new problem
How many times does 4 go into 29? Write 7 in the answer. Then multiply and
subtract. Is there another number to bring down? Is the problem finished?
How many times does 4 go into 69?
V.
Evaluation
Give the attached mastery measure for the division strategy. Score results and put
data in the data table below
Mastery Measure 2
NAME:

1. 3 160

2. 7 558

3. 8 721

4. 4 171

5. 6 209

Data Collection Table: Division Problems

Record each students score on the practice for 3 consecutive days. (#problems/5)
Student
Student A
Student B
Student C

Day 1
/5
/5
/5

Day 2
/5
/5
/5

Day 3
/5
/5
/5

Data Collection Table: Strategy

Record Each students score on a individual data collection. Write a plus if students
demonstrated the step and write a dash if students did not do step.
If students make math fact errors but correctly do the step in strategy mark it as correct.
1
Underline
Compute
and write