Design for Learning

Instructor: Abby Prutzman

Lesson Title: Solving Division Problems
Curriculum Area: Math

Grade Level/Teacher: 3rd / Dr. Underbakke

Date: October 20, 2015
Estimated Time: 30 minutes

Standards Connection:
Understand division as an unknown-factor problem. [3-OA6]
Learning Objective(s):
When given a division story (word problem), students will be able to correctly solve the problem
by identifying the unknown factor.
Learning Objective(s) stated in kid-friendly language:
Today we are going to learn how to solve division world problems. At the end of the lesson you
are going to be able to correctly answer a word problem by yourself.
Evaluation of Learning Objective(s):
The students will be given a worksheet with one division word problem. The problem will be
formatted to have a total number and a factor explicitly stated. The student completely
understands the concept of an unknown factor if they can correctly identify the missing factor
in the problem.
Engagement:
Teacher passes out supplies needed for the lesson (30 cubes for each child, math packets,
assessment worksheet and one piece of blank notebook paper). All right class, all on eyes on me,
please. Its time for math! Teacher waits until she has all of the students attention. I am going to
give you a math problem based on our lists of things that come in groups. But first, lets think
back to our lists of things that come in groups of four. Talk to your table about some thing you
know that comes in groups of four. Teacher allows for wait time while students discuss. Ok, who
can share with me one thing that comes in groups of four? Teacher will ask each table for one
example of thing that comes in a group of four. Yes! Those are all great examples of things that
come in groups of four! Ok yall; the math problem I am about to read to you is pretty tricky. Its
a kind that I dont think you have ever done before! Do you think you can handle it? Students
reply, YES! Ok, after I read it I want you to talk to the person sitting next to you and solve the
problem. Remember to use your inside voices and use your cubes if you need to. All right here we
go, Frogs usually have four legs. In a pond, there are 16 legs all together. How many frogs are
in the pond? Once you have an answer, put down your pencil and look at me so that I know you
are done. Teacher will write the problem on the board and allow students to collaborate on the
problem. After students have finished the problem the teacher will ask students what they got and
to explain where they got their answer. Ok, class what were some of your answers? Possible
students answers could be: I counted by fours until I got to 16, I know 2 frogs have 8 legs so four
frogs have 16 legs or I counted 16 cubes and then put them into groups of four until I di d not
have any more cubes. Those are all great answers! Can someone tell me what is the same or
different about the problems yall have been doing in class recently and this problem? Do yall
know what you just did? In multiplication students start with the groups and find the total, in
division students start with the total and divide into equal groups. What we just did is called
division, because you are dividing a total number of something into smaller groups. After todays
lesson we will all be able to answer division word problems. Transition to teaching..
Learning Design:
I. Teaching:

All right, lets all take a look at the first problem in our packets. Does anyone want to read the
problem out loud for the class? Teacher will call on a student to read the problem out loud. Ok,
lets think about this, there are 28 desks total and the teacher wants them to be in groups of four.
So we know that we are starting with 28 desks and we are going to make groups of four, but we
do not know how many groups of desks we will have. Lets use our cubes to solve the problem.
You each have three sticks of 10 cubes, so take two cubes away from one stick and set it aside, we
dont need to use those right now. Teacher will have her own set of cubes and model for the
students as she is instructing. Lets count, 1, 2, 3, 4. There is our first set Teacher will count out
blocks until she has 7 groups of four. So, How many groups of desks do we have? 7. Yes, there
are 7 groups of desks in the classroom. Another way that we could express this problem is
28%7=4. Dont say anything, but I want you to think to yourself, does this remind me of any
other type of problem we have you have done in class If you can think of something I want you
to give me a thumbs up, but remember, no talking. Teacher will wait for students to think about
the question before calling on someone. Students may be able to respond: I know that 7x4=28 and
that looks like the multiplication equation but its the opposite. If students are unable to reach this
connection teacher will explain by writing on the board and verbally explaining. This problem
reminds me of a multiplication fact that we learned 4x7=28. Can you all see how when we were
asked to divide 28 by 4; but if it were a multiplication problem it might say: There are 7 groups
of 4 desks in a classroom, how many desks are there in all? Multiplication and Division are very
similar. Ok yall; lets look at the next problem. Can someone read problem number 2 out loud
for me? Teacher will call on a student to read the problem out loud. Ok, so we know that there are
18 cards total, and three friends that are going to share the cards, but we do not know how many
cards each friend will get. Is there a multiplication fact you can think of that might help you
figure out how to divide 18 into 3 groups? Students may be able to recognize that 3x6=18. If
students do not recognize the connection, teacher will explain connection to the students by
writing on the white board. What about 3x6? Can someone tell me what 3x6 is? Yes! 3x6=18. So,
if there were 18 cards and three friends, would they all get 6 cards? Yep, they would! Give me
thumbs up if you understand how we found the answer. Teacher will observe students responses.
Lets look at another way we could solve this problem! So, in the problem there are three friends.
Teacher will draw 3 large boxes on the white board. And there are 18 cards. Lets divide the
cards by evenly sharing them between the friends. Teacher will count as she evenly distributes 18
tally marks in the three boxes. How many tally marks are in each box? Yes! There are 6 tally
marks in each box, so each friend gets 6 cards. Are there any other ways that you could solve this
problem? Teacher will call on a maximum of 2 people to explain their thinking. As students are
talking the teacher will write their thinking on the board and ask them questions. Wow! I am very
impressed by all of the great thinking you all are doing today! Lets go to the next page in our
pack and practice some more division problems. Transition to practice
II. Opportunity for Practice:
I want you all to work on the two problems on this page. Look at number 4 on this page. How
many wheels does a car have? Students will respond 4. Remember that when you are doing the
problem. Try these problems out by yourself and then talk to the person next you about your
answers. Teacher will walk around the room and interact with students as they work on the
practice problem, questioning and conversing with students about the problems. All right, give me
thumbs up if you are done. Teacher will see if the whole class is done, if not, teacher will allow
students a few more minutes to finish. Who can tell me what they got for number three? Teacher
will call on a student who she talked with during practice time. Students may use multiple
strategies to have found the answer, including: cubes, tally marks, picture representations and
prior knowledge of multiplication. Teacher will write on the board and ask questions as students
explain their answer. Do you all agree with _____? Can someone else tell me how they got the
answer? Teacher will again write on the board and question the students as they explain their
answer. Those were great answers! Lets look at number four. Teacher will read the problem
aloud to the class. Who can tell me what answer they got and how they did the problem? Teacher
will call on another student who she talked with during practice time. Students may use multiple
strategies to have found the answer, including: cubes, tally marks, picture representations and
prior knowledge of multiplication. Teacher will write on the board and ask questions as students
explain their answer. Do you all agree with _____? Can someone else tell me how they got their
answer? Teacher will again write on the board and question the students as they explain their
answer. Does anyone have a question about how we got the answer for this problem? Teacher

will answer any questions. All right class, flip to the next page in your packet and write your
name on it, then stack it in the middle of the table. Now we are going to look at one last division
problem. Transition to assessment
III. Assessment:
The students will be given a worksheet with one division word problem. The problem will be
formatted to have a total number and a factor explicitly stated. The student completely
understands the concept of an unknown factor if they can correctly solve the problem by
identifying the unknown factor.
Ok I want everyone to look at the sheet I gave you earlier. On this page there is one more of the
same type of problems we just did together. I want you to silently look at this problem and solve
it. Remember to show your work that explains how you got the answer. Once you are done, turn
your paper over, put your pencils downs and look at me so l know you are finished. Teacher will
observe as students complete the assessment and collect assessments as the students finish.
Transition to closure
IV. Closure:
Ok class if you are done with your work I want you to make two stacks on your table one with
your notebook paper and one with your math packet. Be sure to flip your pack to the next the
page and write your name on it for tomorrow! I am so impressed by all of the good math thinking
yall did today! I want you to turn and tell your partner one thing that you learned today! Teacher
will walk around and collect materials as students are talking. I loved listening to all of the things
you were telling your partner. Great job today yall!
Materials and Resources:
Students:
Pencil
Math packet (Problems attached)
Notebook paper
Assessment worksheet (attached)
30 cubes each (3 stacks of 10)
Teacher:
Math Packet
White board
Dry erase marker
White board eraser
30 cubes (3 stacks of 10)
Differentiation Strategies (including plans for individual learners):
High-end Learners: At a later time, have students create their own division word problems,
including answers and the strategy they would use to solve them.
Low-end Learners: At a later time, work with students on division problems by giving them
strategies to solve them. (Ex- division mats*, cubes, arrays, and drawings)
*Examples attached
Data Analysis:
All students except for two correctly completed the assessment. Overall, 90% of the class showed
proficiency based on the objective.
Reflection:
I think that the lesson went very well! The students were very cooperative and seemed to be
engaged throughout the lesson. If I were to teach this lesson again I would change a few things.

First, I would find a picture book to read to students for the engagement portion of the lesson. I
would use the document camera to make my examples more accessible for students, And finally I
would find a more interactive way to practice, maybe a math game. I For my very first lesson I
am proud of how it went!

Samford University
Design for Learning

Problems from student worksheet:

1. There are 28 desks in the classroom. The teacher
puts them in groups of 4. How many groups of
desks are in the classroom?
Answer: 7
2. Three friends are given a pack of trading cards to
share equally. The packs contain 18 cards. How
many cards should each person get?
Answer: 6
3. Becky has 30 flowers. She wants to put them in
bouquets of 5 flowers each. How many bouquets
will Becky be able to make?
Answer: 8
4. Seven children are building toy cars. They have
28 toy wheels to share equally. How many toy
wheels will each child get?
Answer: 4

Name: ______________________
Division Stories
1. There are 20 pieces of candy. Four friends want to
share the candy equally. How many pieces of
candy does each friend get?
Each friend gets 5 pieces of candy.
Students can use a variety of strategies to find this answer,
including but not limited to:
Cubes
Addition
Multiplication
Drawing

Example of counting map:

Design for Learning

Instructor: Abby Prutzman
Lesson Title: I Have___. Who has ___?
Curriculum Area: Math

Grade Level/Cooperating Teacher:

Date: November 19, 2015
Estimated Time: 30 minutes

Standards Connection:
13.) Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b
equal parts; understand a fraction a/b as the quantity formed by a parts and size 1/b. [3-NF1]
Learning Objective(s):
When given and assessment worksheet, students will correctly identify numerical and pictorial
fraction.
Learning Objective(s) stated in kid-friendly language:
Today we are going to work on reading and determining fractions. By the end of today you will
be able to see a picture of a fraction and be able to write it in numbers and you will be able to take
a fraction in numbers and draw a picture of it.
Evaluation of Learning Objective(s):
Students will be given a worksheet to assess their knowledge of determining fractions. There will
be two types of problems included on the assessment
a. Students will be given a shaded figure and asked to determine what fraction of the shape
is shaded.
b. Students will be given a shape and asked to shade in a fraction of the shape.
Engagement:
Ok yall today we are going to work some more on fractions! I found a vey cool song about
fractions that I want us to listen to! There is a video that goes along with it, and as your are
watching it will ask you to do some things. DO you think yall can do it? Yes! Me too! If your
want to dance while the video is playing you can, but please keep your hands to yourself.
Teacher will play video from. Whoa those were some good dance moves. What did you all think
about the video? I want you each to tell me one thing that you remember from the lyrics of the
song. The teacher will listen to all student responses. Those were all great portions of the song.
Today we are going to work on determining what fraction of an object is shaded. By the end of
the lesson you will all be able to look at a shaded figure and determine what fraction of it is
shaded! (Transition to teaching)
Learning Design:
I. Teaching:
Ok boys and girls, all eyes on me! I want you to look in your bag and pull out the contents. For
now, please set aside the pink sticky notes. Okay, if you open the blue piece of paper, what does
this kind of look like? Yes, it looks like somewhere you would write a fractions In the song it
talked about what number goes on top and what number goes on the bottom of the line. Can you
remember what the number under the line is called? Yes, great job! The bottom number is called
the denominator. One way to remember this is that down and denominator both start with the
letter d. So, the denominator goes down! In fractions the denominator is the total number of
pieces that the shape or group is divided into! What about the number on the top? Can someone
tell me what the top number is called? The top number is called the numerator! The numerator is
the number of pieces you have of the fraction. Boys and girls I want you to write numerator and

denominator on your fraction paper. Teacher will wait for students to write numerator and
denominator. At this point the teacher will formatively assess students by checking if they have
written these words in the correct places. Great job! Ok lets look at little closer at what a
fraction really is! If I were to take this circle and cut it in half I would have two pieces, or two
halves. Now if Im just look at one of these pieces, to write it as a fraction you would put a 2 for
the denominator because there are two pieces. And you would put a one for the numerator
because you have one of the halves! Give me a thumbs-up if that makes sense! Teacher will check
for understanding at this point in the lesson. Ok, can anyone tell me what you think would happen
if you I took that same circle and this time I cut it into four pieces? I want you all to talk about
what you think would happen. Teacher will listen to student conversation. So now I have four
pieces. If I were just looking at one of the pieces I would write that fraction as one over four. I
would do this because I have one piece and there are four pieces total. Teacher will demonstrate
putting sticking notes onto the fraction paper as she is discussing the fraction. Ok this is tricky,
without talking I want you to use your sticky notes and tell me what the fraction would be if we
were looking at three of the four pieces. Great job! You are all correct, we would put a four for
the numerator and four for the denominator. Lets go back and look at a full circle. What if I cut
this circle into three pieces, what part of our fraction would have to change? The denominator
would need to change to three because now we have three pieces. If I have two of the three pieces
I would write the fraction like this. Teacher will show students her fraction card with two-thirds.
What about five pieces! I am going to cut this circle into five pieces. While I am doing this I want
you to quietly think about how it will change our fraction. If you already know the answer do not
say it out loud! Teacher will cut the circle and allow for wait time while students think. After she
will ask who has an answer. If no students correctly identify what will change the teacher will
explain. Student A, I would like you to use these pieces to show us what four-fifths looks like;
while they are doing that I would like the rest of you to use your fraction paper and sticky notes to
write out the fraction. Teacher will check all students work. If students do not get the correct
answer she will facilitate a discussion to correct the problem. Teacher will do this enough times
for each student to be able to use the circle pieces to create a fraction. The teacher will instruct the
same way for watch round. Wow guys, yall have been doing such a great job today. Now we are
going to play a game to practice some of our fractions skills! (Transition to practice)
II. Opportunity for Practice:
For practice, students will play a math game. Instructions of the math game will be taught in a
scaffolded manner. Students will start by playing in small groups and eventually play one large
game of I have, Who Has? The teacher will distribute sets of cards to each table group. The
teacher will instruct students on how to play the game by showing an example on the board. The
teacher will show one card and three options. Students will then determine which card would
come next. To play the game students must interpret the shaded object on their card and
determine a fraction. Other students in the group will need to listen closely to determine if they
have the fraction that is being called. After instruction students will play two rounds of the game
at their table. The teacher will observe as students are playing. If it seems that students are
picking up on the game she will distribute cards so that the whole class can play. If not, the
teacher will give more cards to each table so that they are able to continue playing as a small
group. After all cards have been used and the game is over teacher will pick up all cards. After,
she will again formatively assess the students by ask them to share what aspects of the game they
found difficult/ easy/ fun. This will cause students to reflect on their learning. Transition to
assessment
III. Assessment:
The students will be given a worksheet with four problems. In three of the problems, students will
be given a shaded figure and asked to determine what fraction of the shape is shaded. In the last
problem, students will be given a shape and asked to shade in a fraction of the shape. The student
completely understands the concept of determining the fraction if they can correctly solve the
problems by identifying the correct fraction. Ok class I want everyone to look at the worksheet
that I passed out at the beginning of the lesson. On this page there are four problems where you
have to determine and draw fractions. I want you to work on this by yourself, not talking. If you
need help, raise your hand and I will come help you. Remember, we are working alone during on

this worksheet. Teacher will observe as students complete the assessment and collect assessments
as the students finish. Transition to closure...
IV. Closure:
Okay kiddos, when you are done with your worksheet I want you to raise your hand so that I can
come around and pick it up from you. Make sure that you are remaining quiet so that all of our
friends can finish their work! Teacher will wait for students to complete their assessment. Wow! I
am so impressed by all of the hard work that you all did today. We focused a lot on looking at
pictures of fractions and determining what fraction of the whole is being shaded. Does anyone
have a question about the work that we did today? The teacher will answer all student questions
about the material that was covered during the lesson. You all did such a great job today, thank
you for working so hard!
Materials and Resources:
Assessment worksheet (attached)
Pencils
I Have, Who Has? Fraction Game
Fraction, Fraction Video
Circle manipulatives
Fraction cards
Sticky-notes
Differentiation Strategies (including plans for individual learners):
High-end Learners: At a later time, have an extension activity for a more difficult type of
fractions. Create their own fraction problems, turning them into word problems.
Low-end Learners: Use real life examples to help understanding fractions; for example,
chocolate bars, pizza and pie.
Data Analysis:
There was no data collected from this lesson. I was unable to conduct the assessment due to a
time constraint.
Reflection:
I think that this lesson went pretty poorly. I had planned to administer this lesson to students that
needed reinforcement in the area of fractions. I prepared a lesson that was very visual and tactile
for students that did not grasp the idea of fractions. However, I was given high-end learners.
Throughout the lesson they seemed bored. I think that the lesson was not engaging for them
because it was at too easy of a level. If I were to each this lesson again I would use it to teacher
students who needed intervention or as an introductory lesson

Samford University
Design for Learning

Name:__________
What fraction of the shape is shaded?
1.

_____________

2.

_____________

3.

_____________

Shade of the rectangle below:

Design for Learning

Instructor: Abby Prutzman
Lesson Title: Fraction Fun
Curriculum Area: Math

Grade Level: 3rd grade

Date: November 19, 2015
Estimated Time: 30 minutes

Standards Connection:
13.) Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b
equal parts; understand a fraction a/b as the quantity formed by a parts and size 1/b. [3-NF1]
Learning Objective(s):
When give a shaded image, students will correctly identify the fraction of the image that is
shaded.
Learning Objective(s) stated in kid-friendly language:
Boys and girls today we are going to work with fractions!
Evaluation of Learning Objective(s):
The teacher will formatively assess student learning throughout the lesson. The students will be
playing Fraction Bingo. After playing the game students will be given an exit slip with a fraction
from the game. They will need to correctly identify the fraction.
Engagement:
Teacher will call students attention to her. She will begin math time and state the objective of the
lesson. She will then engage students by talking about games. She will ask students if they like
games, what games they like and if they have ever played Bingo.
Boys and girls all eyes on me! Teacher will wait for students to quiet down and look at her. Do
you all like to play games? Students reply yes! I love to play games. My favorite game to play is
Monopoly, but it takes forever. What games do you all like to play? Teacher will call on students
to discuss their favorite games. I do love most of the games that you all talked about. Have any of
you ever played a game called Bingo? Yes? Good! Bingo is a fun game. Does anyone remember
how to play bingo? Can you explain it to your classmates? The teacher will call on one student to
explain how to play bingo. Yes that its exactly how you play Bingo! Today we are going to play a
version of Bingo. We are going to play Fraction Bingo! We are going to work on identifying
fractions while playing a game of bingo! (Transition to teaching)
Learning Design:
I. Teaching:
The teacher will explain how to do play the game. In doing to she will teach about determining
the fractions. Teacher will turn on the fraction power point so she can use it to describe the game.
With a show of hands, show me how many of you have ever played Bingo before? Ok, so some of
you have and some of you havent. I am going to give you a quick refresher on how to play! First,
to play bingo, you have to have a bingo board. This is what a bingo board looks like. Teacher will
hold up a Bingo Board. The point of the game is to get five of the square filled in, in a row. You
could when if you hade 5 in a row here, here, here, here, lots of places! Teacher will use her hand
to show where they can have 5 in a row. Now, to get five in a row normally, the leader would call
out numbers and you have to listen very carefully to see if you have a number on your board that
was called! If you do, you mark is off with a chip or cube. We are going to use cubes! BUT, we
arent going to use ordinary number! We are going to use fractions. During our game I will show
you a picture like this. And then we will determine the fraction. That fraction is the number you
will need to find on your bingo card! Are there any questions? Teacher will answer any student
questions. Those were some great questions. I know that the fraction represented by this picture
is one- half because there are two halves and one of them is shaded in. What about this one?
Raise your hand if you know what fraction this is. Teacher will see who raises their hand and call
on one student to respond. Correct, this fraction is one-third. Can some explain how we know this
is the correct answer? Teacher will call on one student to explain the concept. Great job. Okay,

this one is a little bit trickier. Raise your hand if you know the answer to this one. What fraction
is this? Oh my goodness it looks like a lot of people know this one. Lets all say it together on the
count of three. Ready? One, two, three two-sixths! Great job. Are you all ready to work on our
fraction knowledge by playing Fraction Bingo? (Transition to practice)
II. Opportunity for Practice:
The teacher will pass out Bingo Cars for the students. She will also pass out cubes. The teacher
will then facilitate the game for students by playing the slide show and helping them to determine
the fraction.
Okay yall its time to play Fraction Bingo. As a class we are going to try to determine the
fraction on the board. Sometimes I will let you all figure it out as a table and sometimes we might
do it on our own. If you get bingo I want you to stand up and say BINGO! If multiple people have
BINGO as the same time I will call on one person at a time to call out their bingo for me. Got it?
Are there any questions? The teacher will answer any student questions and then begin the game.
Lets play! (Transition to assessment)
III. Assessment:
The teacher will hand out a slip of paper with a slide from the Fraction Bingo slideshow. The
students will be instructed to determine what fraction is represented by the image on the paper.
Students will work independently.
Boys and girls that was such a fun game! You all worked so well together to determine the
fractions. But now I want to see if you can look at a shaded figure and determine the fraction by
yourself! I am going to pass out a piece of paper and I want you to work by your self quietly. Do
not flip over the piece of paper until I tell you too. The teacher will pass out the assessment. Okay
class, you should work on this independently, I do not want to hear any speaking! When you are
done, raise your hand and I will come pick it up. You may begin. As students finish the teacher
will come collect the assessment. (Transition to closure)
IV. Closure:
Teacher will close the lesson by providing praise for student behavior. She will also formatively
assess the students by asking them how they are feeling about fractions after today.
What did you all think about Fraction Bing? Was it fun? Teacher will listen to student responses
about the lesson and the game. You all did such a great job and used your best listening ears
throughout the entire lesson! I am so proud of all your hard work. How are you all felling about
fractions? Giving me thumbs-up or a thumbs-down or a thumbs-to-the-side! Teacher will
formatively assess student attitude and perception of their ability directed towards fractions.
Looks like yall are feeling pretty good about fractions. Thank you for all of your hard work
today!
Materials and Resources:
Projector
Computer
Bingo Cards
Cubes
Bingo PowerPoint
Differentiation Strategies (including plans for individual learners):
High-end Learners: Have students create their own fraction game. Let them create the game and
then teach it to the class!
Low-end Learners: Work with students on fractions in a more tangible way. Give students
manipulatives so that they are able to visualize the concept of fractions.
Data Analysis:
There was no data collected from this lesson. I was unable to conduct the assessment due to a
time constraint.

Reflection:
I think that this lesson went very well! The students have been working on fractions for a few
weeks now and they are finally beginning to grasp the information. I had a lot of fun teaching this
lesson and I think that the students really enjoyed playing the game. If I were to do it again I
would probably have some sort of prize for the first few winners. I would also some up with a
better way to keep kids behavior in check. Because it was a game they got a little rowdy. Overall
I think this lesson went very well and I would definitely teach it again!

Samford University
Design for Learning