Tutoring-Lesson Plan I

MTH 222-01 & -02 Fall 2015
Name: Stephanie Witherspoon
Tutoring - Lesson Plan I

Mathematical Topic Being Explored:
Concept of Division
Student Mathematical Learning Goal:
(One specific, narrowly-focused goal is needed. The goal needs to come from the Student Learning
Goals for Tutoring handouts and include the following: mathematical content area, specific type of word
problems or problem situations that will be explored (ex: measurement division), the size of the
numbers involved in the problems and activities, and the type(s) of strategy the child will be encouraged
to use.)
I can represent and solve measurement and partitive division word problems with physical
materials or pictures (not arrays) to show that groups of equal quantities are being formed
when the problems correspond to x(2-5)=(6-9).
CCSSM Content Standards Addressed by the Learning Goal:
(List one specific mathematical content standard by its identification number and write the complete
standard in words.)
3.OA.2. Interpret whole-number quotients of whole numbers, e.g., interpret 56 8 as the

number of objects in each share when 56 objects are partitioned equally into 8 shares, or as
a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For
example, describe a context in which a number of shares or a number of groups can be
expressed as 568.
Justification for Learning Goal:
What specifically did the child say or do during the previous session that suggests this is
an appropriate goal for her/him at this time? (A thoughtful, detailed, 3-4 sentence explanation
that talks about specific things from the previous session is expected here.)
The student seemed to have an initial understanding of how to solve division problems using
his fingers. When I asked how he knew the problem was division he would reply with because
there was a big number in the problem. He was able to find the answer by counting on one
hand the amount per group and keep track of the number of groups he was on with the other
hand. For example, in question 16 of the interview questions, he used his fingers on one
hand to count out eight (then counted on from there) for the amount per group and then
counted on his other hand the group that he was on until he reached the total quantity
number. He never verbalized the idea of groups or that he understands that groups of equal
quantities were being formed. This learning goal will help The student develop a deeper
understanding of division by using physical materials and pictures to represent and solve
measurement and partitive division problems.
Materials Needed:
(List all materials you will need for the activities in the lesson.)
Revised 9-23-15 (NKM)
MTH 222-01 & -02 Fall 2015
Activity 1:
Word Problems
Activity 2:
Memory Cards
Activity 3:
Counters
Dice
Recording Sheet
Lesson
(All activities need to focus on helping the child develop and/or extend her/his conceptual understanding
of the mathematical topic by engaging the child in reasoning and problem solving. Activities may not
involve numeric equations for multiplication or division.)
Activity 1 Actively Exploring Mathematics Through Word Problems & Childs

Interests
Activity Description
(This activity needs to have word problems based on the childs interests as its primary
focus. Additionally, the word problems need to help the child understand what the
mathematical concept being explored means. The activity may be a game or other handson activity.)
This activity will be dispersed throughout the tutoring session. We will begin
with one of the word problems. This will be offered as a choice (i.e. drawing the
cards that the word problems are on). There will also be manipulatives and
paper available to solve the problems if needed. Then we will move into activity
2, after activity 2 is complete we will do another word problem. Then after
activity 3 we will answer the final two word problems.
Word Problems
(Provide a minimum of five original word problems you created that are based on what you
learned about the child and her/his interests during the tutoring interview.)
1. The student is putting away footballs. He has twenty-four footballs. How

many baskets does he need if he puts three footballs in each basket?
2. The student found forty-five beetles when he was camping. He wants to
put the same number of beetles in each of the five cages that he has. How
many beetles can he put in each cage?
3. The student has forty ice cubes to chill his pink lemonade. He wants to put
the same amount of ice cubes in each glass. If The student has ten
glasses, how many ice cubes can he put in each glass?
4. The student has thirty-two tent stakes. If each tent needs four tent stakes
to hold it down, how many tents can be staked down?
MTH 222-01 & -02 Fall 2015
5. The student has thirty pieces of cooked broccoli. If there are six pieces of
broccoli on each plate, how many plates are there?
Justification for Activity:

How might the word problems noted above help the child achieve the learning goal for
the lesson? In particular, what is it about the word problems, their structure and the
numbers involved that will help the child achieve the learning goal? (A thoughtful and
detailed 3-4 sentence explanation is expected here.)
The word problems above will help the child achieve the learning goal because
it creates an experience that is meaningful to them. Writing word problems
based on their interests helps them feel engaged in the activity. The word
problems above provide both partitive and measurement division problems to
help the child explore equal quantities in division. There is one problem that
does not adhere to the learning goal in terms of the numbers beings used.
Since The student struggled a little bit on the place value riddles from the
interview questions and after the discussion during office hours, I wanted to
include a problem that helped make sure he understood concepts of place
value.
Activity 1 Modifications & Extensions

Modification
(Other than changing the size of the numbers in the problems, describe one specific way
you plan to modify the word problems if they appear to be too challenging and advanced for
the child at this time. Present at least one specific alternative problem to show this
modification.)
If this activity seems to be too challenging for the student, a modification that can
be made is to ask the student to solve using manipulatives. The student was
previously only counting on his fingers and ignored the manipulatives but if he was
having trouble finding the answer, then manipulatives would be encouraged to help
him find the right answer.
Extension
you plan to extend the word problems if the child needs more challenging problems at this
time. Present at least one specific alternative problem to show this modification.)
If the student needs a more challenging activity, an extension would be for the child
to create his own word problems with two given numbers. This can be done in two
ways. One, the student could create the word problems separate from answering
the prepared questions. Another way, could be to ask the student the prepared
question and then ask him to come up with the same type of question, using the
same numbers.
MTH 222-01 & -02 Fall 2015
Activity 2 Activity to Develop Mathematical Concept and/or Make Connections
Title of Activity
(This activity needs to focus on helping the child understand what the mathematical concept
means or on helping the child make connections between word phrases and pictorial
representations for the concept. This activity may be a game or other hands-on activity)
Memory-Match the phrase with the picture!
(Describe the activity in sufficient detail. Include representative samples of the different
types of problems involved in the activity and attached appropriate handouts to the end of
the lesson plan.)
To begin this activity, the cards will be turned face down and placed on the
desk. One by one the tutor is able to flip two cards over trying to match the
word phrase to the pictorial representation. For example, the phrase twentyeight items with four items in each group would be paired with a picture that
has seven circles with four dots in each circle If the two cards that are flipped
over do not match then you flip them back over and try again. The game ends
when all the matches have been found.

Modification
you plan to modify the activity if it appears to be too challenging and advanced for the child
at this time.)
If the game appears to be too challenging, a modification that could be made would
be to switch into a matching game. The same materials are needed, but now all the
cards are facing up so you can easily see all of the options and match up the word
phrase and pictorial representation that way. (No new materials required).
Extension
you plan to extend the activity if the child needs it to be more challenging at this time.)
If the child appears to need more of a challenge, an extension of this game could
be to change the game into Go Fish. It is more challenging for the student because
now they have to be able to verbalize what they are looking for instead of just look
silently. (No new materials required).
Activity 3 Activity of Choice
Title of Activity
MTH 222-01 & -02 Fall 2015
(This activity needs to focus on helping the child understand what the mathematical concept
means or on helping the child make connections between word phrases and pictorial
representations for the concept in a different way than was explored in Activity 2. The
activity may be one from our Blackboard course website or one you find from another
source.)
Making Equal Groups
(Describe the activity in enough detail so another teacher could replicate it as intended.)
In this activity, the student takes two handfuls of cubes out of a bag and puts
them in front of him. Then the student rolls a dice to determine either how many
cubes go into the group or how many groups (depending on the problem in the
worksheet). The student will record how many groups or amount per group
they were able to form on the worksheet and draw a pictorial representation of
the word phrase. Then the student will roll the dice again, and repeat the steps
until the worksheet is complete. In the event that there are left over cubes, the
number will be recorded on the worksheet. For this lesson the only thing that
will be discussed is the left overs need to be noticed and the ideas of what to
do with those left overs will be explored during lesson two or lesson three.

Modification
you plan to modify the activity if it appears to be too challenging and advanced for the child
at this time.)
If this activity appears to be too challenging for the child a possible modification
would be to have a more controlled activity. Instead of the child just grabbing
the two handfuls of cubes and rolling the dice, there would be bags of a
predetermined number of cubes with number cards that can be drawn, that will
make sure that there are no left overs.
Extension
(Other than changing the size of the numbers in the problems,, describe one specific way
you plan to extend the activity if the child needs it to be more challenging at this time.)
If it appears that the activity needs to be more challenging for the student a
possible extension would be to have the student write word problems based on
the work that they recorded. This would show that they have an understanding
of what the word phrases and pictorial representations mean and can apply it
by creating a word problem.
Attachments
(Attach copies of any needed materials, such as handouts, hand-drawn sketch of game cards,
game board, etc. Be sure to attach needed materials for modifications and extensions.)
MTH 222-01 & -02 Fall 2015
MTH 222-01 & -02 Fall 2015
Activity Three is an adaptation of this activity.
Making Equal Groups

MTH 222-01 & -02 Fall 2015
_____ items
divided into _____
equal groups
_____ items with

_____ in each
group
_____ items
divided into _____
equal groups
MTH 222-01 & -02 Fall 2015
_____ items with

_____ in each
group
_____ items
divided into _____
equal groups
_____ items with

_____ in each
group
MTH 222-01 & -02 Fall 2015
10
_____ items
divided into _____
equal groups
_____ items with

_____ in each
group
1. The student is putting away footballs. He has twenty-four footballs.

How many baskets does he need if he puts three footballs in each
basket?
MTH 222-01 & -02 Fall 2015
11
2. The student found forty-five beetles when he was camping. He

wants to put the same number of beetles in each of the five cages
that he has. How many beetles can he put in each cage?
MTH 222-01 & -02 Fall 2015
12
3. The student has forty ice cubes to chill his pink lemonade. He
wants to put the same amount of ice cubes in each glass. If The
student has ten glasses, how many ice cubes can he put in each
glass?
MTH 222-01 & -02 Fall 2015
13
4. The student has thirty-two tent stakes. If each tent needs four tent
stakes to hold it down, how many tents can be staked down?
MTH 222-01 & -02 Fall 2015
14
5. The student has thirty pieces of cooked broccoli. If there are six
pieces of broccoli on each plate, how many plates are there?
MTH 222-01 & -02 Fall 2015
15

Tutoring-Lesson Plan I

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Tutoring-Lesson Plan I

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MTH 222-01 & -02 Fall 2015

Name: Stephanie Witherspoon