Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Division Unit Overview Logistics Unit designer: Erica Sigley (Student Teacher) Grade/Subject: 4th Grade Mathematics Title: Concepts and Skills in Division Length: 4 week unit (this overview includes the first 8 lessons) Time: Each lesson is 90 minutes long Statement of Purpose and Rationale Division is an essential skill for academic and authentic success. Students will continually bulid upon their skills in division for factoring, fractions, percents, ratios and probability, polynomials, etc. Strong skills in division are essential for students to be successful with these concepts. In addition, we use division regularly when we create budgets, determine resources for various events, manage our time, cook, and more. Division, whether we realize it or not, is a major part of our daily lives. Therefore, it is important that students develop strong conceptual understanding of and skills in division. This unit will help students to develop both of these as well as teach them to use division to problem solve. NCSCOS goals and objectives: Week 1: students will review third grade division skills and concepts. (the pacing guide refers to 3rd Grade objectives for this week, so in trying to be consistent with the pacing guide, I will use 3rd grade objectives from the NCSCOS as well.) 3rd Grade Mathematics Competency Goal 1: The learner will model, identify, and compute with whole numbers through 9,999. 1.03 Develop fluency with multiplication from 1x1 to 12x12 and division up to twodigit by one-digit numbers using: a. Strategies for multiplying and dividing numbers. b. Estimation of products and quotients in appropriate situations. c. Relationships between operations. Week 2: Students will extend their division skills to work a wider range of numbers at the fourth grade level. 4th Grade Mathematics Competency Goal 1: compute with non-negative rational numbers.
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The learner will read, write, model, and

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

1.02

Develop fluency with multiplication and division:

c. Strategies for multiplying and dividing numbers. d. Estimation of products and quotients in appropriate situations. e. Relationships between operations. Essential Questions: 1. What strategies can you use to divide numbers? 2. What are some strategies you can use to estimate quotients, and when would you use these strategies? 3. How are multiplication and division related?

Unit Overview
Book about division

Writing to Explain Language Arts Nutrition and caloric intake per serving

Connect to Multiplication

Mathematics

Division Science

Weight on the Moon

Art Social Studies Scaled Drawings

Supply and Demand

Map Scales

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Objectives Addressed in Integration 4th Grade Science Objective Competency Goal 4: The learner will conduct investigations and use appropriate technology to build an understanding of how food provides energy and materials for growth and repair of the body. 4.02 Show how calories can be used to compare the chemical energy of different foods. 4th Grade Science Objective: Earth in our universe (this is new to 4th grade this year, so there are no NCSCOS objectives listed) 4th Grade Social Studies Objective: Competency Goal 6 The learner will evaluate how North Carolinians apply basic economic principles within the community, state, and nation. 6.01 Explain the relationship between unlimited wants and limited resources. 4th Grade Social Studies Competency Goal 1: The learner will apply the five themes of geography to North Carolina and its people. 1.01 Locate, in absolute and relative terms, major landforms, bodies of water and natural resources in North Carolina. 4th Grade Visual Arts Competency Goal 1: The learner will develop critical and creative thinking skills and perceptual awareness necessary for understanding and producing art. 1.02 Apply knowledge and concepts gained across the curriculum as a source of ideas for art. 1.06 Refine images of self, pets, family, friends, and environment. 4th Grade Language Arts Competency Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed. 2.02 Interact with the text before, during, and after reading, listening, and viewing by: setting a purpose using prior knowledge and text information. making predictions. formulating questions locating relevant information. making connections with previous experiences, information, and ideas. 4th Grade Language Arts Competency Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts. 4.02 Use oral and written language to: present information and ideas in a clear, concise manner. discuss.
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Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

interview. solve problems. make decisions.

Prerequisite Teacher Knowledge: Concepts Multiplication and division are inverse operations. In other words, they undo each other. The basis for division is separating objects or groups into equal groups. Some strategies for division include repeated subtraction and sharing. Properties of division: any number divided by itself is 1; and number divided by 1 is itself, and numbers cannot be divided by 0.

Vocabulary Dividend the number that is to be divided Dividend Divisor Quotient Divisor the number by which the dividend is divided Quotient the result or answer Fact Family a group of mathematical facts using the same numbers 27 9 = 3 27 3 = 9 3 9 = 27 9 3 = 27 Remainder- the remaining number once division is completed Prime number a whole number larger than 1 that is only divisible by 1 and itself. In other words, it only has 2 factors. Composite number a whole number that is larger than 1 that has more than 2 factors.
27 9 = 3

Big Ideas Addition, subtraction, multiplication, and division are all related. There are properties and rules that are always true that control mathematics Doing math involves problem solving and reasoning and can be represented many different ways. Mathematical patterns are predictable and can be generalized and represented. Estimation and approximation are important skills in mathematics and can be used in a number of real world situations Algorithms are tools for solving mathematical problems once conceptual understanding has been established.

Considerations about the Learners Prior Knowledge

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Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Pre-assessment: I will be referring to my students performance during the multiplication unit to determine their level of understanding prior to beginning the division unit. I will also complete a quick check on the first day. Students must have a thorough understanding of multiplication, addition, and subtraction prior to this unit. An understanding of multiplication is important because division is so closely related to multiplication. Addition is also important for this reason. Subtraction is important so that students will be able to use repeated subtraction to divide. Finally, students must understand how to judge of groups are equal in order to work with fair sharing. Students will need to connect their knowledge of division to multiplication by breaking apart arrays. It will also be helpful if students can perform simple sharing problems such as sharing cookies or candy among friends and tablemates. A thorough understanding of how multiplication is repeated addition will help students to think of division as repeated subtraction. Fair sharing and equity is an important cultural concept for students to understand to help them with division.

Unique Learner Consideration I will need to refer to the mathematics PEP notes for several of my students. I have a number of LEP students in my classroom and will need to differentiate for them by integrating images, hands on experiences, and language development goals into my instruction. I will use a variety of techniques such as guided practice, independent practice, modeling, hands-on work, visual demonstrations, manipulatives, real-world application, etc. in order to suit a number of learning styles.

Considerations about the Learning Environment Physical Space The classroom is a medium-sized room with tables organized into clusters. Student attention is often directed towards the ActivBoard in the front of the classroom; however, there is space for the teacher to move around. We also have a window, and we are in a classroom near the exit. Directly outside of our room is a small field and the parking lot. Temporal Resources The math block is 90 minutes long; however, this time is divided into two sessions. We have 60 minutes during the first part, and then we break for lunch and recess. We return to math one hour and fifteen minutes later, and finish off the last 30 minutes. Generally, we use the first 60 minutes for instruction and guided practice and use the last 30 minutes for spiraling review and independent practice. This if course changes depending on the lessons. Learning Materials

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

I have the activboard, the computer, several professional and content specific books, games, manipulatives, and a media center as resources. Many of my lessons use the ActivBoard and manipulatives. We have adopted the EnVision math program, and I will be using resources from that program throughout my lesson as well. I like that this program is very well suited for adaptation and integration of other activities and subjects. Personnel Resources There will be two teachers in the room, myself and my cooperating teacher. I would like to have my CT help with small group and individual instruction as needed. Technological Resources In terms of technology, we have three computers in the room, two for student use and the other is hooked up to the activboard for teacher use. We also have speakers, the ability to play videos and use activvoters, and manipulatives in the room. Timeline for Unit Day 1: What does division mean? Objective: 3rd Grade Mathematics Competency Goal 1: The learner will model, identify, and compute with whole numbers through 9,999. Develop fluency with multiplication from 1x1 to 12x12 and division up to twodigit by one-digit numbers using: a) Strategies for multiplying and dividing numbers. b) Estimation of products and quotients in appropriate situations. c) Relationships between operations. 1.03 Strategies: Hands-on work with grouping counters real-world connections (sharing situations possibly integrate supply and demand during this lesson) Guided practice and modeling. (activboard)

Assessment: I will ask students to record their groupings on graph paper and write a division sentence for each one. I will be using this activity to determine their ability to create equal groupings and connect them to the division algorithm. I will also provide my students with a preassessment quiz to determine their level of background knowledge. Since the multiplication unit directly precedes this unit, I will have already gathered some important preassessment information. During the lesson, I will be observing my students abilities to solve and model division problems using manipulatives.

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Day 2: How are multiplication and division related? How can you use your knowledge of multiplication to solve division problems? Objective: 3rd Grade Mathematics Competency Goal 1: The learner will model, identify, and compute with whole numbers through 9,999. 1.03 Develop fluency with multiplication from 1x1 to 12x12 and division up to twodigit by one-digit numbers using: a. Strategies for multiplying and dividing numbers. b. Estimation of products and quotients in appropriate situations. c. Relationships between operations. Strategies Hands-on work with manipulatives Group Work Using two factors, students will practice constructing and grouping in arrays. Guided Practice and modeling (activboard)

Assessment: I will assess my students abilities to connect multiplication and division by writing fact families for a given array and drawing an array for given fact families. I will also be assessing whether or not my students are able to connect division sentences to these arrays. Day 3: What are some special properties of division? Objectives: 3rd Grade Mathematics Competency Goal 1: The learner will model, identify, and compute with whole numbers through 9,999. 1.03 Develop fluency with multiplication from 1x1 to 12x12 and division up to twodigit by one-digit numbers using: a. Strategies for multiplying and dividing numbers. b. Estimation of products and quotients in appropriate situations. c. Relationships between operations. Strategies Group Work (students will practice sharing things in their groups) Writing to explain: Students will write stories where people must share things using the properties of division. Students will work with the properties of dividing by 1 and dividing a number by itself. Their peers will identify the dividend, the divisor, and the quotient in each story. Guided Practice and Modeling Game
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Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Assessment: I will be observing my students ability to determine how to find quotients during the game. I will also assess my students ability to write a story using a division property as well as their ability to identify the dividend, divisor, and quotient and the property illustrated by the story. Day 4: How do we use division to problem solve? Objectives: 3rd Grade Mathematics Competency Goal 1: The learner will model, identify, and compute with whole numbers through 9,999. 1.03 Develop fluency with multiplication from 1x1 to 12x12 and division up to twodigit by one-digit numbers using: a. Strategies for multiplying and dividing numbers. b. Estimation of products and quotients in appropriate situations. c. Relationships between operations. Strategies: Representing problems with pictures Guided practice and modeling Problem solving graphic organizer

Assessment: I will be using the problem solving graphic organizer to assess my students ability to identify important information, identify the problem they need to solve, draw a picture to solve the problem, and check their work for reasonableness. I will be looking for all steps of the problem solving process. Day 5: Assessment- Summative assessment for this weeks skills (formative for next weeks skills). I will be using a traditional multiple choice test with EOG style problems. Day 6: How can you apply your knowledge of division facts to perform mental division? Objectives: 4th Grade Mathematics Competency Goal 1: and compute with non-negative rational numbers. 1.04 The learner will read, write, model,

Develop fluency with multiplication and division:

c. Strategies for multiplying and dividing numbers. d. Estimation of products and quotients in appropriate situations. e. Relationships between operations. Strategies

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Modeling of mental division math using fake money. Students will connect what they know about money and place value to dividing larger numbers. Guided Practice and modeling

Assessment: I will provide all of my students with patterns of division problems such as 355; 3505, and 3,5005 and ask them to describe the pattern. I will ask them to predict the next 2 events in the pattern and then write their own pattern. Students will then switch with a partner and solve each others division problems. Day 7: How can you use estimation to create simpler division problems? Objectives: 4th Grade Mathematics Competency Goal 1: and compute with non-negative rational numbers. 1.05 The learner will read, write, model,

Develop fluency with multiplication and division:

c. Strategies for multiplying and dividing numbers. d. Estimation of products and quotients in appropriate situations. e. Relationships between operations. Strategies Group work Real-world connections using food levels to determine caloric intake per serving Guided Practice and Modeling

Assessment: Students will demonstrate their ability to estimate and divide by 2, 5 and 10 to determine the healthier servings of various food items using nutrition labels. Day 8: How do you divide numbers that result in remainders, and what do these remainders mean? Objectives: 4th Grade Mathematics Competency Goal 1: and compute with non-negative rational numbers. 1.06 The learner will read, write, model,

Develop fluency with multiplication and division:

c. Strategies for multiplying and dividing numbers. d. Estimation of products and quotients in appropriate situations. e. Relationships between operations. Strategies Work with manipulatives to divide counters into equal groups and identify leftovers. Group discussion about the meaning of remainders
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Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Independent practice Game

Assessment: Students will be presented with a number of story problems that result in remainders. They will be asked to judge what should happen for each remainder. I will assess their ability to perform the operation as well as use judgment making decisions with the remainders. For example, I will pose a problem such as: Ethan is throwing a party. He is inviting 25 people and needs to buy cups for everyone. There are 10 cups per package. How many packages does Ethan need to buy? How did you figure this out? Day 9: How can you connect your knowledge of division to the long division algorithm? Objectives: 4th Grade Mathematics Competency Goal 1: and compute with non-negative rational numbers. 1.07 The learner will read, write, model,

Develop fluency with multiplication and division:

c. Strategies for multiplying and dividing numbers. d. Estimation of products and quotients in appropriate situations. e. Relationships between operations.

Strategies Students will work with base ten blocks and money to connect their knowledge of the base ten system to the traditional division algorithm. Guided practice and modeling

Assessment: I will be assessing my students ability to model a division problem with manipulatives, transfer it to graph paper, and show and solve it in algorithm form. Day 10: Assessment- Summative assessment for this weeks skills (formative for next weeks skills). I will be using a traditional multiple choice test with EOG style problems.

**Note** This unit overview was used primarily as a planning and brainstorming tool. The actual lessons planned and used turned out to be quite different. Therefore, the days, objectives, and activities actually completed do not completely match up with this overview.

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Erica Sigley

SALEM COLLEGE STUDENT TEACHER CANDIDATE Division Division as Equal Sharing

FALL 2011

GRADE/CLASS: 4th Grade UNIT TOPIC: Division

SUBJECT AREA: Mathematics DAY: 1 (one day)

Desired learning outcome(s): Students will learn how to divide by sharing objects into equal groups. They will demonstrate their knowledge by solving a story problem, drawing a picture showing the equal shares, and writing an appropriate division sentence. Essential question(s) from learning objective: How can you use sharing to solve division problems? NCSCOS goal and objective(s) assessed: (note: the 4th grade NC pacing guide lists 3rd grade objectives for the first week of division; therefore, I am listing 3rd grade objectives for this lesson to maintain consistency) 3rd Grade Mathematics Competency Goal 1: The learner will model, identify, and compute with whole numbers through 9,999. 1.02 Develop fluency with multiplication from 1x1 to 12x12 and division up to twodigit by one-digit numbers using:
a. Strategies for multiplying and dividing numbers. b. Estimation of products and quotients in appropriate situations.

c. Relationships between operations. NCSCOS goal and objective(s) addressed: 4th Grade Language Arts Competency Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed. 2.02 Interact with the text before, during, and after reading, listening, and viewing by: setting a purpose using prior knowledge and text information. making predictions. formulating questions locating relevant information. making connections with previous experiences, information, and ideas. Learner prior knowledge/ learner background experiences: Since the lessons during this first week are a review of third grade standards, students should already be familiar with the concept of sharing to achieve division. However, I will still review this thoroughly for students who need extra help. Therefore, the main background that students need for this lesson is the ability to create equal size groups. Materials and resources needed: The Doorbell Rang by Pat Hutchins

Erica Sigley

SALEM COLLEGE STUDENT TEACHER CANDIDATE

FALL 2011

Paper Plates Cookies Document Camera Activ Board Manipulatives Think Together Center Activity from EnVisions Math (lesson 4-1) Division/Equal Shares homework from www.superteacherworksheets.com Virtual Cookies Powerpoint Teaching strategies anticipatory strategies (background knowledge) I will begin anticipatory strategies by getting a general idea of my students view of division. I will begin by asking questions such as what is division? How can you divide? What situations will require division? How do you know when to divide? What are some strategies you can use? Etc. These questions will help students begin thinking about division, and they will also help me judge their comfort level with the topic. Next, I will introduce the topic for the day which is dividing by sharing by reading aloud the book The Doorbell Rang to my class and using the document viewer to show my students the pictures. I will read the book all the way through once, and then we will discuss some observations from the book. I will ask questions such as how many cookies did each person get at the beginning of the story? What happened as more and more people showed up at the house? Why did the number of cookies each person got get smaller as more people showed up? As I ask these questions, I will informally pre-assess my students ability to link division concepts to the story. developmental strategies I will begin developmental strategies by rereading The Doorbell Rang and having groups of students model the story activities with their cookies and paper plates. I will divide the students into groups of four or five based on their clusters. I will give each the appropriate number of plates and cookies according to the story. Students will divide the cookies evenly between the plates and write a division sentence based on this model. I will model and explain to students how to do this with the first couple of scenarios using a powerpoint with images of cookies and plates. As more people arrive, I will give my students more paper plates, and they will be required to share out the cookies evenly between those plates and then draw a picture and write the appropriate division sentences on a piece of paper. While the transition from hands-on manipulatives, to pictures, to division sentences is useful for all students, my ESL students will benefit from this visual bridge to the more abstract concept (process differentiation for ESL students). Once we are finished with the story, students will work in pairs to discuss the patterns and trends they see on their paper. Students may also share the cookies evenly with their clusters and have a snack while working. I will give students about 5 -10 minutes to discuss this and then we will meet back together as a whole group to discuss our observations. During this time, I will introduce some of the vocabulary we will be using throughout the unit: dividend, divisor, and quotient. I will ask students questions about their observations while also modeling how to use the appropriate vocabulary. I will ask

Erica Sigley

SALEM COLLEGE STUDENT TEACHER CANDIDATE

FALL 2011

questions such as what happened to the quotient as the divisor got larger? Were some problems easier to divide than others? Why? Etc. Once we have finished the above activity, I will give students about 15 minutes for guided/independent practice. I will project several story problems on the board that require sharing to solve. I will also provide each student with manipulative counters. Students will use these counters to solve the problems and will then record a drawing and an appropriate division sentence on paper for each problem. I will be checking each problem to assess my students understanding of the concept. I will also have my students record a problem on a notecard that I will assess to group my students for intervention or practice during concluding strategies. concluding strategies During concluding strategies, students will either be playing Think Together (see attachment) or meeting with me for intervention and reteaching. Students who play Think Together will be completing letters A, C, and E to divide counters and determine the number of counters in each group. Students will record their work on a sheet of paper so that I may assess their participation. Groups or students who finish this activity quickly will then write story problems to go along with each sharing scenario (Product differentiation for advance learners). While students play this game together, I will meet with my students who need reteaching and intervention and model for them how to divide a group of counters into groups. During my modeling, I will think aloud as I work so that my students can hear my thought process. I will also draw a picture and write a division sentence for each action. I will first have students watch me. Next, they will use their own manipulatives to follow along. Next they will follow verbal instructions, and finally, they will complete the activity independently (process/product differentiation for struggling learners). For homework, students will complete a Division/Equal Groups worksheet from superteacherworksheets.com. This sheet is excellent for all learning types because it requires students to solve word problems by first drawing pictures and then writing the division sentences. Assessment Anticipatory strategies: During anticipatory strategies, I will be informally assessing my students responses to my questioning as well as their ability to relate the story to mathematical processes. I will be using my observations to guide further questioning and review. Developmental strategies: During developmental strategies, I will be assessing a number of things. First of all, I will be assessing my students process in determining how to share out the cookies and write appropriate division sentences. I will be circling the room and providing assistance as needed during this part. I will also be informally assessing my students responses and observations about the trends in the patterns of cookies being shared out. Finally I will be using my students work during independent practice to assess their ability to use sharing to solve a word problem and write an appropriate division sentence. I will be using this quickcheck as a formative assessment to determine who will need extra instruction and who understands the activity well. I will place my

Erica Sigley

SALEM COLLEGE STUDENT TEACHER CANDIDATE

FALL 2011

students into three groups: Got It, Almost There, and Needs Help. I will be using a checklist to keep track of these groups. Concluding strategies: During concluding strategies, I will be assessing my students ability to work with many different grouping situations as well as their ability to relate them to story problems. I will also be assessing my struggling learners as they follow my modeling examples and learn how to work with the problems more and more independently. Wrap-up: Finally, during wrap-up, I will be assessing my students ability to apply what they have learned by creating and solving their own problems. EC accommodations/modifications to strategies or assessments (refer to IEPs or 504 plans) The accommodations and modifications for my students with IEPs and 504 plans consist of preferential seating, extended time, and read-alouds on tests and assignments. Wrap-up and reflection by the students For wrap-up, students will be asked to write and solve their own division problem using sharing on index cards. We will use these cards towards the end of the unit to review for our assessment. Struggling learners will write a simple division sentence and its answer. Average learners will write a simple word problem that involves sharing to divide. Advanced learners will write two related word problems that require the solver to solve each and make a judgment about the outcome. Resources Pearson Education Inc. (2010). enVision Math North Carolina: 4th Grade Interactice Textbook: Teachers Edition. Retrieved from www.kz.com Equal Groups/Division (2011). Basic division worksheets. Retrieved from www.superteacherworksheets.com

Erica Sigley

SALEM COLLEGE STUDENT TEACHER CANDIDATE

FALL 2011

There are 12 cookies and 12 plates. I was able to use the activboard pen to move the plates and cookies to model the sharing problems.

Erica Sigley

SALEM COLLEGE STUDENT TEACHER CANDIDATE

FALL 2011

Sample Sharing Word Problems

1. Beth is making cupcakes for her friends birthday party. She makes 18 cupcakes. If 9 people attend the party, how many cupcakes will each person get if Beth gives each person the same number of cupcakes? 2. Justin is playing a card game. Each player gets the same number of cards. If there are 35 cards, and Justin is playing with four of his friends, how many cards will each player get? 3. Six friends went out to dinner together. Their dinner cost $54. If each friend paid the same amount for dinner, how much did each one pay? 4. Brittany wants to make money walking dogs to buy a new game she wants. If the game costs $28 dollars, and 4 of her neighbors have dogs, how much should she charge to walk each dog in order to make enough money to buy the game?

Sample basic facts problems to be modeled for struggling learners

1. 35 7 = 2. 56 8 = 3. 27 3 =

4.

Erica Sigley

SALEM COLLEGE STUDENT TEACHER CANDIDATE

FALL 2011

Skill/Objective __________________________________________ Date__________________ Student Name Comments 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. Got It! _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ Almost There ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ Needs Help _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________

Erica Sigley

SALEM COLLEGE STUDENT TEACHER CANDIDATE

FALL 2011

Erica Sigley

SALEM COLLEGE STUDENT TEACHER CANDIDATE

FALL 2011

Erica Sigley

SALEM COLLEGE STUDENT TEACHER CANDIDATE

FALL 2011

Erica Sigley

SALEM COLLEGE STUDENT TEACHER CANDIDATE

FALL 2011

Work Samples and Assessment Quickcheck Checklist

Ms Work Samples Math Journal Sample

Erica Sigley

SALEM COLLEGE STUDENT TEACHER CANDIDATE

FALL 2011

Quick Check Card

Think Together Work

Erica Sigley Homework

SALEM COLLEGE STUDENT TEACHER CANDIDATE

FALL 2011

Notes and Assessment Notes and Assessment M did quite well during all parts of the lesson. She worked well with her group and recorded her drawings and division sentences on her classwork to illustrate how the cookies were being divided onto the plates. This showed me that she understood how to move from the concrete to the abstract. M also answered several questions during my preassessment. She was placed in the Got It! Category for my quickcheck because she completed the division problems correctly. Her work, however, showed more of a repeated subtraction strategy than an equal sharing strategy. I decided, however, that her work during the The Doorbell Rang, activity demonstrated her ability to think of division as sharing. It was my fault for not specifying to use pictures showing equal groups to divide. During the Think Together activity, M only wrote the answers to the questions although I had asked students to also write the corresponding division sentence. Her answers are correct, however. Based off of Ms homework assignment, I was able to see that she had mastered the concept because she got 5 of the 6 problems completely right. She did however, make one minor mistake and list that there was a remainder for number 2 on the equal groups worksheet. I have noticed in the past that M has the tendency to make careless mistakes, and based on how well she did on the rest of the problems, it is likely that this is one of those mistakes. I often have to encourage M to review her work and check over it. I will continue to encourage her to be more careful.

Erica Sigley

SALEM COLLEGE STUDENT TEACHER CANDIDATE

FALL 2011

Cs Work Samples Math Journal

Quick Check Card

Erica Sigley

SALEM COLLEGE STUDENT TEACHER CANDIDATE

FALL 2011

Think Together Work

Homework

Erica Sigley

SALEM COLLEGE STUDENT TEACHER CANDIDATE

FALL 2011

Homework Close-up

Notes and Assessment C has the tendency to be inconsistent with his work. He will have days when he does very well during one part of a lesson, and then struggle with the next. This was one of those days. Although he participates with his group, he rarely raises his hand to share answers in class. Therefore, I have a difficult time assessing his understanding until I get a chance to observe him individually or in his small group. He also did not draw pictures for our book activity, so I was unsure of his ability to connect the story with math. I placed C in the Almost There group after reviewing his quickcheck because he solved the problem correctly but did not complete the drawing. Although I could see that he was able to solve and write the division problem, although he did not use pictures. The sentence he wrote for his answer did show me that he is able to think of division as sharing. I chose to place him the Almost There group based on his past performance. Although it seems that he understands quite well, I know that in the past his performance is inconsistent, so I wanted to make sure to give him plenty of practice as well as remind myself to keep my eye on him. C did very well during the Think Together activity. He was able to answer several of the questions, and he also wrote a word problem for one of the problems he solved. The activity was intended to be an extension activity if students finished early. No one finished completely, but I was glad to see that C attempted the word problem anyway. His written problem shows that he understands equal shares. C continued to struggle with drawing pictures to represent equal sharing on his homework. I will continue to have him work with manipulatives and then draw what he models on paper to reinforce his ability to connect graphic representations with math.

Erica Sigley

SALEM COLLEGE STUDENT TEACHER CANDIDATE

FALL 2011

Bs Work Samples Math Journal

Erica Sigley

SALEM COLLEGE STUDENT TEACHER CANDIDATE

FALL 2011

Quick Check Card

Think Together Work

Erica Sigley Homework

SALEM COLLEGE STUDENT TEACHER CANDIDATE

FALL 2011

Notes and Assessment B has been doing exceptionally well. I would like to see her participate more in our discussions so that she can practice her language skills; however, her math computation is very good. Although she has some trouble with the language of word problems, she is able to write and solve the appropriate division sentences with a little guidance. Her quickcheck showed that she understood equal shares quite well. She solved three separate problems on her index cards, and they were all correct. Her pictures also demonstrate her ability to think of division as equal sharing. The main reason I included her in my reteach group was to provide her with more direct language practice. Modeling and small group work builds her confidence to speak. Having the problems read aloud is also very beneficial for her. She is also very helpful with my other Karenni students, and assisting them is also great practice for her. She showed her understanding during the Think Together activity when it only took one time for me to model for her to be able to solve a problem on her own. Finally, she scored a 100% on her homework, demonstrating mastery. Reflection by the teacher Overall, I feel like todays lesson went quite well. I conducted a short preassessment during anticipatory strategies before beginning my lesson, by asking my students to tell me what they knew about division. I heard ideas such as it can be written two ways, it is

Erica Sigley

SALEM COLLEGE STUDENT TEACHER CANDIDATE

FALL 2011

multiplication backwards, it breaks one bigger group into more smaller groups, it undoes multiplication, and there might be left overs sometimes. It was clear to me that my students have a good background in procedural and conceptual knowledge of division. One thing I did notice that we need to work on is using appropriate mathematical vocabulary such as dividend, divisor, and quotient as well as the ability to discuss mathematics clearly. Therefore, I have decided that since my students will not require as much review as I anticipated, we will spend much of the time in our lessons this week practicing how to talk about division and processes. We will still use the same lessons and activities; however, added emphasis will be on the students ability to communicate about what they are doing. Before doing my lesson, I was concerned that reading the story The Doorbell Rang once through before beginning the activity would take too much time; however, I am glad that I did because the students were able to predict what would happen as more people rang the doorbell. I heard several students mention that the characters were going to have to keep sharing their cookies as more people showed up and that each of them wasnt going to get very many. I was glad to see that they made this observation and they were able to anticipate what we would be doing in the activity. I am also glad that I read the story ahead of time because it made the activity go a lot smoother. Knowing the story ahead of time helped them realize that they would be adding plates and sharing out the cookies each time the doorbell rang. During the activity, students were engaged and worked well together. I heard many of them talking about strategy as they solved each problem. Some students put all of the cookies back into a pile and started fresh with each sharing activity. Others figured out how many they would need to take from each plate to accommodate the new plates. Finally, others simply solved the division problem and put the appropriate number of cookies on the plates. Although, my intention was for student to using their experience modeling a sharing activity to write a division sentence, I was happy to see that many of my students knew how to translate the story into a division sentence right off the bat. This shows me that they are able to solve story problems. The biggest difficulty I had during this part of the lesson was having students record their work on a separate sheet of paper. I had to remind students many times to write the corresponding division sentences in their notebooks. I explained that I wanted them to make the connection between the story and the math. I think they may have been unsure of what to do at first, so I modeled the story scenarios with them after each time the doorbell rang using a powerpoint I made that allowed me to move pictures of cookies onto pictures of plates. After each scenario, we worked as a class to model the problem and write a division sentence. If any of the groups had incorrectly shared out the cookies or written a division sentence incorrectly, they were given time to fix it after we worked through each as a class. By the end of the activity, even students who had trouble in the beginning understood well. I was unfortunately running low on time and was not able to provide as much guided and independent practice as I would have liked. I still wanted to perform the quickcheck so I had students choose one of the sample word problems to solve on an index card. I realized that I had made a mistake by not asking them to draw a picture to solve the problem. Since many of them are already comfortable with basic division, they were able to come up with the division sentence right away and solve it. This is not

Erica Sigley

SALEM COLLEGE STUDENT TEACHER CANDIDATE

FALL 2011

necessarily bad, but it doesnt show me their ability to think of division as making equal groups. If I were to do this again, I would specifically state that I want them to draw a picture and write a division sentence. Luckily, the homework that I assigned includes a place for students to draw their pictures, and I did emphasize that to them. Overall, the quickchecks were mostly correct. I had a few students forget to put their name on their card (this is something I struggle with daily, though it has gotten better). Fortunately, I knew enough from observing my students who would need extra help. The last thirty minutes of class were eventful, and I felt pressed for time. After the hour long break away from math for lunch and recess, we started working on the Think Together activity. Rather than use a separate source for problems, I used the Think Together activity to work with my ESL and struggling students as well. However, instead of having them work with partners, I worked with them in a small group. The modeling worked very well. By the third problem, my students were able to able to complete the problem and write a division sentence for it on their own. Unfortunately this is all we had time for because I had two students vomit in class within half an hour of each other. There is bug going around my school right now, and students are getting sick often. When these kids got sick, I had to walk them to the nurses office and call for a custodian to clean up. It took a while to refocus the class. I will be looking forward to seeing their homework performance so that I can assess their understanding. I was also unable to get to the wrap-up assignment where students would have been asked to write and solve their own sharing problems. If I were to redo this lesson, I would make sure to be much clearer when I explain directions to my students so that they are all on the same page. When students ask if I want them to show their work, I will need to be much more specific about what kind of work I would like to see. For this lesson, I would ask my students to show me a drawing depicting sharing. This would help me assess not only if my students can solve division problems, but also if they can do it by creating equal groups. I would also make some of the problems that I give my students more difficult, assuming I would be working with the same students. I know now that I will need to use more difficult problems during the review week. Although we are still reviewing third grade skills, we will review them at a higher level of complexity throughout the remainder of the unit. I also have the tendency to overplan for lessons. In other words, I plan too much for what I have time for. I know that it is good to have backup activities in case students finish quickly, but I will need to make sure that these activities are not really vital to the lesson.

Erica Sigley

Salem College Student Teaching Candidate Division Division as Repeated Subtraction

Fall 2011

GRADE/CLASS: 4th grade UNIT TOPIC: Division

SUBJECT AREA(S): Mathematics DAY: 2 (one day)

Desired learning outcome(s): Students will relate division with repeated subtraction. They will demonstrate their understanding by using counters, drawings, and number lines to solve problems requiring repeated subtraction. Essential question(s) from learning objective: How can you use subtraction to solve division problems? NCSCOS goal and objective(s): (note: the 4th grade NC pacing guide lists 3rd grade objectives for the first week of division; therefore, I am listing 3rd grade objectives for this lesson to maintain consistency) 3rd Grade Mathematics Competency Goal 1: The learner will model, identify, and compute with whole numbers through 9,999. 1.03 Develop fluency with multiplication from 1x1 to 12x12 and division up to two-digit by one-digit numbers using: a. Strategies for multiplying and dividing numbers. b. Estimation of products and quotients in appropriate situations. c. Relationships between operations. Learner prior knowledge/ learner background experiences: Students should know the vocabulary for quotient, dividend, and divisor. They should also know how to subtract and show their subtraction using counters and number lines. Materials and resources needed: ActivBoard Counters Student notebooks Notecards for quickcheck Computer with internet access EnVision 4th grade topic 4-1 Think Together center activity Video from http://www.eduplace.com/math/mw/models/tm_3.html. Teaching strategies anticipatory strategies (background knowledge)

During anticipatory strategies, I will review with students how multiplication is repeated

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

addition. We will solve a problem for multiplication using repeated addition. For example, Mary is baking cookies. She can make 6 cookies per batch, and she makes 7 batches. How many cookies does Mary make? We will work together to model on the ActivBoard and with counters how to solve this multiplication problem using repeated addition. I will then write an accompanying division problem using repeated subtraction. For example, Mary has finished making her cookies. She wants to give the cookies away as presents. If she gives 6 cookies to each friend, how many friends can she give cookies to? Students will solve the problem using their counters and discuss with their group how they solved the problem. We will then work together to solve the problem. I will ask my students questions such as How did you solve this problem? What operation did you use to solve this problem? Walk me through this problem, explaining each step clearly. Did you use subtraction to solve this problem? We will then discuss briefly how we can use subtraction to solve division problems. I will explain that this strategy is called repeated subtraction and that we will be learning how to use it during the lesson. developmental strategies During developmental strategies, I will provide my students with a number of problems that they can solve by using repeated subtraction with their counters. I will model a number of these for my students and then provide them the opportunity to practice in small groups and then on their own. Students will write the repeated subtraction sentence and related division sentences for each problem. I will go over each problem with students as well. Next I will show my students a short video demonstrating repeated subtraction on a number line from http://www.eduplace.com/math/mw/models/tm_3.html. This video provides a nice visual and guiding questions to help students understand repeated subtraction using this method. I will ask my students follow-up questions such as how do you use a number line to show the division? How do you determine how many groups are created? What kinds of questions will this be helpful with? To provide a direct visual for my ESL and struggling students, I will model a problem on the activboard using a frog, a pond, and lily pads. The pond will have a number line written across it. I will state a problem such as A frog is trying to cross a pond. The frog can hop across a distance of 4 spaces onto a lily pad. How many times will the frog need to hop to reach the other side of the pond? We will solve several problems like this to create a visual model for the students (process differentiation for struggling and ESL students). I will now provide my students with a number of word problems that they will solve using the number line method for repeated subtraction. I will model a couple of the problems for my students as they follow along in their notebooks. For each problem, students will also be writing the appropriate division sentence. Students will then work in small groups or pairs to solve additional problems. Finally, students will work independently to solve a problem, so I can see what they are able to do. I will ask my students to complete a quickcheck card to see how well they understand the concept. For this card, students will solve a problem on an index card. One side will show the students work. They can choose to use either the counter or the number line approach. On the other side of the card, the students will write the related division sentence. I will be using these cards to determine my grouping during concluding strategies.

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

concluding strategies During concluding strategies, students will be playing a game from EnVision 4th grade lesson 4-1 called Think Together. They will have had experience with this game during the previous lesson finding equal shares. Today, they will be working together to find the number of groups made when repeated subtraction is used. Therefore, they will be completing letters B, D, and F. Students who finish early will work together to write appropriate word problems for the problems they have just solved (process/product differentiation for advanced learners). Students will record their work, so that I have a record of their participation and understanding. I will be working in a small group with students who demonstrated difficulty with the quickcheck. I will spend this time reteaching and directly modeling the concept while I think aloud. Students will then follow along using manipulatives, number lines, and paper and pencil. Next, they will demonstrate their ability to solve the problem using repeated subtraction while also explaining to me their thinking during each step of the process. I will then observe each student solve a problem independently. This direct modeling and guidance will also be beneficial to my ESL students (process differentiation for struggling and ESL students). For homework, my students will be completing worksheet from enVisions intervention system. Although most of my students do not need intervention at this time, this homework was one of the few I was able to find that specifically asks students to use repeated subtraction. This homework also includes word problems and prompts students to use specific strategies thus making it appropriate for multiple skill levels. Assessment Anticipatory Strategies: During anticipatory strategies, I will be informally pre-assessing my students background knowledge of repeated addition as well as their initial strategies solving the division problem. I will be using my assessment to guide my questioning and determine how much direct instruction and modeling I will need to do. Developmental Strategies: During developmental strategies, I will use a combination of informal and formal assessment. I will informally assess my students understanding as they follow along with my modeling and demonstrate their knowledge in small groups and independently. I will be taking anecdotal notes to keep track of student progress and determine how much guidance I should provide. I will formally assess my students understanding on the quickcheck to assess how well they are able to solve the problem using repeated subtraction as well as to determine how to group my students for concluding strategies and identify my reteach group. Concluding Strategies: During concluding strategies, I will assess participation as well as my students practice with the material. I will also assess my students ability to create word problems about the problems they solve during Think Together. Being able to write division problems demonstrates an understanding of the appropriate situations in which to use the operation. I will also assess my reteach group as I work with them to determine how much practice we will still need to do as well as to identify specific areas of difficulty that may need to be remediated with additional intervention. I will also assess my students performance on their homework. This homework is a blend of repeated subtraction as well as equal shares from the day before. I will be able to assess

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

my students comprehension of this days lesson and strategy as well as their retention of information from the previous day. Wrap-up and Reflection: Finally, during wrap-up, I will assess my students overall understanding of the concept by assessing and grading their word problem or lily pad activity. EC accommodations/modifications to strategies or assessments (refer to IEPs or 504 plans) The accommodations and modifications for my students with IEPs and 504 plans consist of preferential seating, extended time, and read-alouds on tests and assignments.

Wrap-up and reflection by the students To wrap-up the lesson and provide me with an assessment of their understanding. Students will be completing several short activities. My advanced students will write and solve a problem using repeated subtraction. My average students will solve a pre-written pre-written problem about a frog trying to cross a pond using repeated subtraction. They will draw the picture and write how many lily pads will be needed to cross the pond. All students will be required to show their work and write the accompanying division sentence. (Product differentiation for all learning levels). Resources Houghton Mifflin Company (n.d). Teaching model 10.2: model division as repeated subtraction [video file]. Retrieved from http://www.eduplace.com/math/mw/models/tm_3.html. Pearson Education Inc. (2010). enVision math north carolina: 4th grade interactice textbook: teachers edition. Retrieved from www.kz.com

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Work Samples and Assessment Ms Work Samples Quick Check

Word Problem

Erica Sigley Homework

Salem College Student Teaching Candidate

Fall 2011

Notes and Assessment M has been participating in class more often lately. Her confidence seems to be high when she knows that she understands the material. She has also been doing well clarifying answers that other students provide. According to my observations of her as I ask questions and conduct guided practice, she seems to understand the information very well. This is confirmed by her performance on the quickcheck. She was able to complete two of the problems I assigned before lunch, although I only required one. She got the first problem correct by using the number line approach. Her number line strategy for the second problem was correct; however, she forgot to subtract the last 25 cents when she ran out of room on the index card. This resulted in her answering 19 for $5 divided by $.25. If she were to check her work more carefully, she would have realized this mistake. I will continue to encourage her to be more careful with her work and check over her solutions when she is finished. Ms performance on the quickcheck places her in the Almost There group simply because she will need to learn to be more diligent. M also demonstrated how good she is in math with her word problem I assigned as the concluding activity. Without prompting from me, M wrote a two-part word problem Jack had 58 apples. Sam had 28 apples. They combined them and put them in 6 groups. How many apples were in each group? This problem shows that she is able to

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

think through multi-step problems. The main criticism I have of her problem is that it shows a problem of equal shares rather than repeated subtraction. Despite this, it still shows understanding of situations that call for division. Finally, Ms homework demonstrates that she has a decent grasp on the information. She got all problems correct except for one, and the one that she answered incorrectly was solved using a correct method; however, she over counted the number of times she subtracted 4 from 12. 12 divided by 4 is a problem she should already be able to solve mentally, so I will encourage her to stop and think more carefully about whether or not her answers make sense to her. Since Ms mistakes seem to be inconsistent, it is likely that they are more of careless origin rather than not knowing how to solve the problem. Cs Work Samples Quick Check

Erica Sigley Word Problem

Salem College Student Teaching Candidate

Fall 2011

Homework

Notes and Assessment I am still having trouble encouraging C to participate in class discussions. When I call on him, he seems to be lost. Based on past performance, I would have expected him to be

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

performing on the average learner level; however, he seems to be having a difficult time with the division unit so far. Cs quickcheck shows that he is having difficulty translating word problems into division sentences. He also tried to solve both problems, but they were both incorrect. Im not quite sure how C arrived at 5 9 = 9 for the problem there are 45 kids in the 4th grade. How many teams of 5 kids can be made? The other problem showed a similar pattern 5 4 = 4. I had planned on working individually with C during the after lunch reteach session; however, with my time cut short, I was unable to. His word problem demonstrates that he understands appropriate situations for division; however, similar to M, his scenario involves sharing rather than repeated subtraction. Finally, some of Cs earlier problems seemed to resolve on his homework. For most of the problems, he was able to correctly translate word problems into division sentences and solve these with pictures. He did make a few mistakes; however, he is much improved from where he was earlier in the quickcheck. I will continue to work with C on basic facts and on translating word problems into math sentences. Bs Work Samples Math Journal These are Bs notes about the relationship of the divisor and quotient when the dividend remains the same.

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Quick Check

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Word Problem

Homework

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Notes and Assessment B is still tentative about sharing her answers; however, she does volunteer to share from time to time. I make sure to call on her when I see her hand up so that I can build her confidence. Bs quickcheck showed that she is able to use pictures to help her solve division sentences. B made a mistake on her horizontal division sentence and wrote 4 5 = 9 but wrote the vertical format correctly. It is possible that she simply for to write the 5 in 45. She also solved the problem correctly. It appears that B attempted to use the number line strategy to solve the quickcheck but that she erased it before finishing. She started the strategy correctly. It does seem that she started to run out of room, so maybe that is why she erased it. I had still planned to include B in my reteach group to provide more direct help with the language of math; however, this reteach time was cut short. Instead of asking B to write her own word problem, I gave her a division problem to solve. She solved this by both drawing a picture and using a number line. Both strategies were used and executed correctly resulting in the correct answer. Her work demonstrated mastery of the lessons concept. Finally, B showed that she understood how to translate word problems into division sentences on her homework which is an important accomplishment considering her limited English. She did not use pictures to show her work; however, to differentiate for language ability, we are not as strict with our ESL students regarding following written instructions since they may not be fully understood. Overall, B is well on her way to performing very well throughout the division unit. Reflection by the teacher Todays lesson did not go quite as planned, and I was forced to simplify it a bit. Fortunately, I had some help with my ESL differentiation, and my students also seemed to catch on quite quickly. As I mentioned in my reflection from day 1, I would like to spend some additional time working with my students on their ability to communicate about mathematics. Therefore, I began my lesson today with a short mini-lesson about the relationship between divisors and quotients when dividends remain the same. We did this by discussing how the number of cookies on each plate from the previous lesson changed as more people showed up. I emphasized that the total number of cookies remained the same. The students remarked that the number of cookies each person got was smaller the more people there were to share them. To illustrate this concept using math, I wrote 36 9 on the board and had my children solve it. I then asked them to predict what would happen to the quotient if I decreased the divisor to 6, for example. My students predicted that the quotient would increase. I then did the same thing with increasing the divisor and again had my students make a prediction. Finally, I asked my students to do a quickwrite in their math journals to communicate the concept they observed. Many of my students were able to communicate that when a dividend stays the same, the quotient will decrease when the divisor increases because the dividend is being divided out to into more groups. Many of my students also had difficulty communicating their idea; however, I will be incorporating quickwrites into my lessons more often to provide my students with more practice. In addition, I like to have work for my students

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

to begin as they come into my classroom in the morning. For the next several mornings, I have decided to include math quickwrites as morning work. Although they will be done the following day, I will include them in the current lessons assessments since they have to do with the content of that lesson. These are not included in the lesson plans because I decided to do them after I had finished writing the lesson plans. As can be expected, this mini-lesson took from the time that I had planned for my repeated subtraction lesson, but overall, I feel like I was able to cover a substantial amount of information. As planned, I began with a review of repeated addition using a question about batches of cookies. As I was reading the problem aloud, I realized that I would need to explain batch to my ESL students. It took a while to get students to use repeated addition to solve the problem because they just wanted to use traditional multiplication. I generally do not have a problem with this; however, I wanted to include repeated addition so that we could relate it to repeated subtraction in division. We were then finally able to move on to the division problem. Students seemed to have trouble figuring out what to do with the manipuatives at first since the strategy today was different from yesterday. When I noticed that groups were having trouble, I visited each one and modeled how to begin the problem. They caught on quickly and were able to complete it on their own. There were still some students who did not quite understand what I meant by repeated subtraction, so I thought it would be good to show the video and the number line strategy earlier than planned. This worked quite well because the students who had trouble with the manipulatives understood the number line method with ease. I was excited to see that each of my students found a strategy that worked for them. I did not end up using the frog illustration for my struggling and ESL learners because my ESL learners were getting one-on-one attention from a school assistant who has experience working with ESL students. She was providing modeling and assistance throughout the instructional part of the lesson, so I did not use my ESL differentiation for part of the lesson. The rest of my students seemed to understand the other methods quite well. The quickcheck showed that most of my students were able to use at least one of the strategies to successfully solve a problem. I am still noticing that my students are mixing up the dividend and divisor in the division sentences, and I will draw attention to that during tomorrows lesson. They are still getting the correct intended answers; however, they are not reading or writing the division sentences correctly. When I originally planned this lesson, I neglected to include Math Superstars Q & A in my plans. We do this session every Wednesday, and I should have remembered it. Because of the time I spent providing assistance to my students for these questions, I only had about 10 minutes left to the math block to complete my concluding strategies. I decided against doing the Think Together activity again and simply asked my students to write a division sentence that can be solved using repeated subtraction. They were asked to complete these as part of their homework if they did not finish. Instead of asking my ESL learner to write her own problem, I wrote a division sentence for her to solve showing her work for repeated division. If I were to do this lesson again, I would be more careful of the language I use in my word problems. While exposure to words such as batch is valuable for my ESL students, explaining the meaning of the word did detract a bit from the math instruction.

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Vocabulary is, however, a meaningful integration so I will just need to consider time limits when choosing whether or not to include uncommon vocabulary. I would also model how to solve a repeated subtraction problem using the manipulatives before trying to see if my students could solve it on their own, especially since the strategy differed from that of the day before. I, as usual, also need to simplify my lessons and plan for a shorter amount of time. I have the tendency to plan for more than what I have time for.

Erica Sigley

Salem College Student Teaching Candidate Meaning of Division: Choosing a Strategy

Fall 2011

GRADE/CLASS: 4th Grade UNIT TOPIC: Division

SUBJECT AREA(S): Mathematics DAY: 3 (one day)

Desired learning outcome(s): During this lesson, students will learn how to determine the appropriate strategy (sharing or repeated subtraction) for word problems. Students will demonstrate their understanding by solving and writing several word problems and discussing which strategies they used. Essential question(s) from learning objective: How do you use story problems to help you choose appropriate division strategies? NCSCOS goal and objective assessed: (note: the 4th grade NC pacing guide lists 3rd grade objectives for the first week of division; therefore, I am listing 3rd grade objectives for this lesson to maintain consistency) 3rd Grade Mathematics Competency Goal 1: The learner will model, identify, and compute with whole numbers through 9,999. 1.02 Develop fluency with multiplication from 1x1 to 12x12 and division up to twodigit by one-digit numbers using:
a. Strategies for multiplying and dividing numbers. b. Estimation of products and quotients in appropriate situations. c. Relationships between operations.

Learner prior knowledge/ learner background experiences: Since this lesson is based on 3rd grade standards, much of the information will be review for students; however, to understand the relationship between division, subtraction, and grouping, students will need to understand subtraction and be able to identify when groups are equal. They should also be proficient with multiplication since division is the inverse of multiplication. Although this inverse relationship is not addressed in this lesson, knowing their multiplication facts will still help them to divide more efficiently. Finally, this lesson assesses student abilities to apply the various division strategies they have learned over the past couple days. In addition to this lesson, students will have about 5 minutes of basic division facts practice. Materials and resources needed:
EnVision Math books/workbooks and companion website Counters Division Dilemmas Graphic Organizer EnVision leveled homework (reteach, practice, and enrichment 4-1)

Erica Sigley Teaching strategies

Salem College Student Teaching Candidate

Fall 2011

anticipatory strategies (background knowledge) During anticipatory strategies, my students will compare and contrast the two strategies, sharing and repeated subtraction that they have learned. I will remind my students about the problems they have solved so far using each one, and we will work together to complete a venn diagram comparing and contrasting the strategies and problem types on the ActivBoard. To help my students, I will ask questions such as, what did you do to determine how many cookies each person received? How is this different from how you figured out how many groups of three you could make with 24 people? How did you determine how many people could play a card game if each person needed 12 cards? When is repeated subtraction most useful? When is sharing most useful? Etc. Eventually, I will sum up the conversation by discussing how we use repeated subtraction when we know how many objects are in an unknown number of groups and sharing when we know how many groups have an unknown number of objects. developmental strategies During developmental strategies, my students will be using manipulatives to model a number of division word problems. I will model how to choose a strategy and solve a problem using several different examples of problems and a graphic organizer (see attachment 1) to assist in the decision. Once students are comfortable using the manipulatives to solve the problems with my guidance, I will pair them up and present them with a number of story problems that they will solve with manipulatives. They will then complete the graphic organizer by listing the total number of objects, the number of groups, the number of objects in each group, the strategy chosen, a drawing, and a division sentence for each problem. During this time, I will be circling the room providing assistance to my students as needed. Finally, I will provide my students with several repeated subtraction problems and a sharing problems from EnVision 4-1 problem solving to work on independently. My students will draw a picture and solve the problems to demonstrate their understanding. They will also write a division sentence to describe the problem and explain in words how they solved the problem. To help my ESL students, I will provide a prewritten sentence for each explanation with blanks for them to fill in the numbers and groups for the specific problem. For example, There are _________ objects separated into ___________ groups of __________. I used the ___________ strategy, and the division sentence is ____________. (product differentiation for ESL students). I will be assessing these papers to determine my intervention groups for the concluding strategies of this lesson. concluding strategies During concluding strategies, my students will be writing their own word problems for each a repeated subtraction problem and a sharing problem. They may use their graphic organizers to help them. When they are finished, the will switch problems with a peer and solve each others problems and explain how they got the answers. Students who had trouble with my quick-check in developmental strategies will work with me to review how to model division problems with manipulatives. Rather than start with a

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

story problem during this reteach/intervention, I will be working with division sentences only to help my students. I will provide my students with a division sentence such as 12 4, and ask them to model the problem and find the answer using counters. As students become more comfortable, I will ask them to start drawing pictures instead of using manipulatives. I will also have students begin practicing independently as I observe them becoming more comfortable (process differentiation for struggling learners). As my students become more comfortable, I will ask them to tell me a math story to represent the division sentence. I will then write this sentence down, and the students I am working with will try to solve it. Finally, I will assign my students homework that I will use to assess student understanding. I will assign tiered homework depending on student understanding and ability. My students who are having difficulty with the concept will complete reteach 4-1 since it reviews the information from the day (product differentiation for ESL and struggling learners). My average students will complete practice 4-1, which asks them to solve a number of word problems. Finally, my advanced learners will complete enrichment 4-1 since it presents a real-life situation that requires students to use division to analyze several situations and make a judgment based on the information (product differentiation for advanced learners Assessment Anticipatory strategies: during anticipatory strategies, I will informally assess my students responses to questions to determine their ability understand story problems and choose appropriate strategies to solve the problems. I will use student answers to guide my questioning. Developmental strategies: during developmental strategies, I will informally assess my students ability to follow along with my modeling. I will use this assessment to determine how much more explicit modeling I should do as well as determine who will most benefit from guided practice during the activity in pairs. Finally, I will collect and assess the quickcheck index cards to determine the groupings for Think Together and decide who needs extra help and reteaching. I will also assess my students completed graphic organizers to determine how helpful the tool is. Concluding strategies: Finally, I will be assessing my students homework performance to assess how much we should review, who I need to work with to provide further reteaching, and how difficult successive lessons should be. Wrap-up: I will assess my students ability to write an appropriate division problem. EC accommodations/modifications to strategies or assessments (refer to IEPs or 504 plans) The accommodations and modifications for my students with IEPs and 504 plans consist of preferential seating, extended time, and read-alouds on tests and assignments. Wrap-up and reflection by the students To wrap-up the lesson, I will be asking students to write and submit a division problem on an index card that I will use to compile a study guide for the end of unit assessment.

Erica Sigley Resources

Salem College Student Teaching Candidate

Fall 2011

Pearson Education Inc. (2010). enVision Math North Carolina: 4th Grade Interactice Textbook: Teachers Edition. Retrieved from www.kz.com Public Schools of North Carolina. (n.d). Grade 3 black line masters: black line masters pp 1-32. Retrieved from http://mathlearnnc.sharpschool.com/cms/One.aspx?portalId=4507283&pageId=50512 38

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Reflection by the teacher I did not use this lesson because I felt that trying to differentiate between the two strategies would confuse my students rather than help them. Instead, I moved connecting multiplication and division to day 3, and wrote a basic facts practice lesson for the 4th day.

Erica Sigley

Salem College Student Teaching Candidate Division Connecting Multiplication and Division

Fall 2011

GRADE/CLASS: 4th Grade SUBJECT AREA(S): Mathematics UNIT TOPIC: Division DAY: 4 (one day) (this was actually taught on day 3)

Desired learning outcome(s): During this lesson, students will learn how to solve division problems by using arrays to create several different combinations. This activity will help to begin developing students association of division with multiplication. Students will demonstrate their understanding by creating different arrays and writing the multiplication and division fact families for each one. Essential question(s) from learning objective: How can you use arrays to illustrate division problems in which objects are separated into equal rows and columns? How do these arrays relate multiplication and division? NCSCOS goal and objective(s): (note: the 4th grade NC pacing guide lists 3rd grade objectives for the first week of division; therefore, I am listing 3rd grade objectives for this lesson to maintain consistency) 3rd Grade Mathematics Competency Goal 1: The learner will model, identify, and compute with whole numbers through 9,999. 1.02 Develop fluency with multiplication from 1x1 to 12x12 and division up to twodigit by one-digit numbers using: a. Strategies for multiplying and dividing numbers. b. Estimation of products and quotients in appropriate situations. c. Relationships between operations. NCSCOS goal and objective(s) addressed: 4th Grade Language Arts Competency Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed. 2.02 Interact with the text before, during, and after reading, listening, and viewing by: setting a purpose using prior knowledge and text information. making predictions. formulating questions locating relevant information. making connections with previous experiences, information, and ideas. Learner prior knowledge/ learner background experiences: Previous knowledge about arrays and multiplication will be a tremendous help during this lesson. In addition, students should know how to create arrays and divide objects into same size groups.

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Finally, students should be aware of fact families for addition and subtraction, for these will serve as an example for how to create multiplication and division fact families. All of these skills will have been addressed in previous lessons. Materials and resources needed: 100 Hungry Ants by Elinor J. Pincez. Raisins Counters Index Cards Paper ActivBoard Document Camera Teaching strategies anticipatory strategies (background knowledge) During the anticipatory strategies, I will be activating my students background knowledge by reading them a story about a situation where division can be used to solve a problem. I will read 100 Hungry Ants by Elinor J. Pincez. This book discusses how an army of ants divides their group of 100 into many different formations to reach a food supply faster. Since this lesson is about using arrays to connect division and multiplication and solve division problems, a story is the perfect way for students to visualize a scenario in which division is useful. Once we have finished reading the story, I will ask my students questions such as what was the problem the ants were having? How did they try to solve their problem? What strategies did they use? Can you show their strategies using numbers? What strategy do you think was best? Worst? How could the ants have been more successful? What mathematical operation were the ants using? Etc developmental strategies During developmental strategies, I will be rereading the story, and my students will be working in small groups of three or four to model the arrays formed by the ants using raisins. As they do this, they will be drawing the array on paper. I will model how to do this the first time for my students. I will pause after each section of the story and circle the room as my students work to create the appropriate array and write a division sentence for it. Once we are finished with the story, I will ask my students to observe their arrays and their division sentences and note any patterns or trends they observe. I will also ask them to write a multiplication sentence for each array and note any trends they observe. As a class, we will talk about the arrays and their division and multiplication sentences. I will ask questions such as how did the arrays change throughout the story? How did you decide on the division sentence for the arrays that you created? How did you decide on the multiplication sentences? What do you notice about the division and multiplication sentences? What do you think would be an appropriate division sentence to be paired with 6x5=30? What does this remind you of? What is the fact family for 6x5=30? Once we have finished with the above portion of the lesson, we will have guided

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

practice as a class. We will be using EnVision lesson 4-2 to continue to develop the relationship between multiplication and division. I will be using the guided practice portion of the lesson to work interactively with students and provide immediate feedback for each question. When we are finished with the guided practice, students will have time to work independently on the independent practice section. Finally, I would like to distribute a quickcheck to each of my students to help me assess and decide who needs reteaching and intervention. For my quick check, I will ask my students to draw an array and write a fact family for one of the problems in independent practice. I will be using their responses to create my groups for concluding strategies. The mix of concrete, visual, and abstract representations will provide differentiated modes of instruction for all types of learners as well as learners at various levels of understanding. In addition, the tactile and visual representations will be beneficial to the ESL students (Process differentiation for ESL learners). concluding strategies During concluding strategies, my students will be designing a parade. Each student will choose a type of performer and a number that can be represented by an array. On a large sheet of paper, each student will draw their parade formation in the form of an array and write a fact family. Students who demonstrated difficulty during the quickcheck will work with me to create their parade formations. I will first model an example for them as I think aloud. I will then have them follow along with manipulatives. Finally, they will use their manipulatives to create a representation of their parade formation and then copy it onto a piece of paper (product/process differentiation for struggling learners). Students who finish quickly will create a second formation for their performers using the same number of people. They will relate this second formation to the first by writing another fact family (Product differentiation for advanced learners). For homework, my students will be completing enVision math lesson 4-2 practice. This homework asks students to complete fact families and use mathematical reasoning. Assessment Anticipatory strategies: During anticipatory strategies, I will be informally assessing my students answers to my questions to determine how to continue questioning and how much review I should provide. I will also be assessing my students abilities to connect story events to mathematics. Developmental Strategies: During developmental strategies, I will be assessing a number of things. First of all, I will be assessing my students abilities to model the story events using manipulatives and to write accurate mathematical sentences. I will also be assessing my students ability to connect division and multiplication. I will be doing this informally and using the information to decide who needs my assistance and guidance most. I will be assessing my students independent practice for understanding as well as participation. Finally, I will be assessing the quickcheck to determine how I should group students for concluding strategies. Concluding Strategies: During concluding strategies, I will be assessing my students parade formations for their ability to create an array and write a multiplication and division fact family to represent the array.

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Wrap-up: Finally, during wrap-up, I will assess my students ability to grasp the big picture that multiplication and division are opposite or inverse operations. EC accommodations/modifications to strategies or assessments (refer to IEPs or 504 plans) The accommodations and modifications for my students with IEPs and 504 plans consist of preferential seating, extended time, and read-alouds on tests and assignments. Wrap-up and reflection by the students For wrap up and reflection, I will ask my students to write in the math notebooks a few sentences telling how multiplication and division are related. Resources Pearson Education Inc. (2010). enVision Math North Carolina: 4th Grade Interactice Textbook: Teachers Edition. Retrieved from www.kz.com Pinczes, E.J (1993). 100 hungry ants. Houghton Mifflin Company: New York, NY.

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

These slides are used to provide a visual and a model for students during the manipulatives activity that goes along with the book

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Work Samples and Assessment Ms Work Samples Math Notebook

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Array Parade

Homework

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Morning Work Quickwrite Morning Work Questions 1. Describe the relationship between the divisor and the quotient when the dividend remains the same. 2. How are multiplication and division related? M did not get a chance to do her morning work. Since these questions will be assessed on the test, I asked her to answer these questions in person. She was able to explain her answers to both thoroughly and correctly. Notes and Assessment M did well participating today, and she was very helpful to her group during the 100 Hungry Ants activity. She also participated and offered answers during guided practice from the EnVisions textbook. As I walked around the room and observed notebooks, I noticed that she was doing very well with fact families; however, she had trouble with the vocabulary question, as did most of the class. Unfortunately, I only have one page of her notes. Im not sure where the other page is in her notebook. The notes show her work during the 100 Hungry Ants activity but does not include guided and independent practice. I do remember; however, my observation of her from class. After lunch, M drew a 2 x 5 parade array of people holding flags and banners. At first, her division sentences for her array and fact family were incorrect, but I asked her to take a look at her work again, and she was able to fix her mistake without any further guidance. Ms homework also indicates that she understands how to create fact families and understands the connection between multiplication and division. She lost a few points for not explaining one of her answers; however besides that, M has demonstrated understanding of the concept. Several students in the class did not provide the explanation required for number 7. Based off of this weeks work so far, M is more than ready to move on to 4th grade concepts and skills next week. Cs Work Samples Math Notebook

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Array Parade

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Homework

Morning Work Quickwrite Morning Work Questions 1. Describe the relationship between the divisor and the quotient when the dividend remains the same. 2. How are multiplication and division related?

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

C was confused by the first question. He did not discuss how the divisor and dividend impact one another. Rather, it seems like he thought I was asking him to give an example of a problem where the dividend and the quotient are the same. It is also possible that he was confused by the vocabulary. C answered the second question well by saying that division is multiplication backwards. He also provided an example which added to the thoroughness of his answer. Notes and Assessment I am still having trouble judging Cs ability during instruction and guided practice because I hear so little from him. I can observe him, and while he is engaged, it s difficult to judge whether the work done by his group is done by him or mostly the other members of the group. I tried calling on him today rather than wait for him to volunteer, and he seemed to be lost. When I allowed time for independent practice, I worked oneon-one with C, and after a short time, he was able to come up with a fact family on his own. The rest of his independent work showed that he understood the content for the time being anyway. He was also unsure of what to do for the vocabulary question about quotients, products, and factors. For his parade array, C created a 4 x 12 formation and wrote a correct fact family demonstrating his understanding. Finally, C did not complete half of his homework. He claimed that he thought I had said to only do problems 1 4. I think that when I said to do practice 4-2 for homework, he wrote it down incorrectly and misinterpreted the instructions. Based on what was completed, C seems to have a good

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

grasp on the material. I will ask him to complete the last three questions to confirm his understanding. Overall, with hard work and practice, I think that C will be prepared for 4th grade level division concepts. Bs Work Samples Math Journal

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Erica Sigley Array Parade

Salem College Student Teaching Candidate

Fall 2011

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Homework

Morning Work Quickwrite

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Both of Bs answers are correct and thorough; however, her writing ability is better than usual. I think that she may have worked with her tablemates to come up with her answer. I dont mind that she receives help from other students, but I will need to determine if she understands what her answers mean. Notes and Assessment This was another successful day. B is far exceeding my expectations and performing better than many of my English-speaking students. I would have no idea that her English was so limited if I only had her work samples to go by. She is doing remarkably well. She works very well with her group, and her group ensures that she has an active role. The less proficient Karenni students have been getting daily one-on-one assistance from an assistant this past week, and while they are out of the room, B seems to blossom. I appreciate how helpful she is with the other students; however, I am thankful for this newfound time she has to focus on her own learning rather than worry about making sure her friends are able to keep up. As I walked around the room, I observed that B understood how to write fact families very well. Like most students in the class, she had trouble with the vocabulary question. For her parade array, B created a 5 x 4 formation

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

and wrote a correct fact family. This shows understanding of all of the concepts we covered during this lesson. For her homework, B got most of the problems correct, and she was one of the few to attempt explaining her reasoning for number 7. I think B will continue to be successful as the concepts become more of a 4th grade level. I am concerned about her ability to work with more complex word problems; however, I recently learned that she scored in the 70th percentile for her math EOQ, so I think she will be fine. Reflection by the teacher I had not expected to do the relating multiplication and division lesson today. My original plan was to do a lesson on how to choose between the equal shares and repeated subtraction strategies; however, I felt that this would not be the smartest use of my time. I think that this would confuse my students, and after all, the most important thing is that my students have several strategies to solve division problems. The two strategies result in the same answer and have only minor differences. Also, my students have been mentioning that division is multiplication backwards for the past several days, so I didnt see any reason to put it off any longer. Therefore, I moved the relating division and multiplication lesson up from Friday to today, and decided to plan a basic facts practice lesson for Friday. An assembly is planned for Friday, and my math instruction time will be cut 15 minutes short anyway, so a lesson broken up into several different games and activities will be suitable for the time I will have. Several things went well in todays lesson. First of all, the students were engaged in the story and the hands-on nature of the activity. They also seemed to make a clear connection between the story and mathematical concepts before we even started working with the manipulatives. The story also helped the students remember that our product and dividends would always be 100 for the activity. Any time they were confused, I would ask them to repeat the title of the story and they realized that we were always working with 100. This helped to solidify the concept that an array can be rearranged in many different ways to represent different factors as well as divisors. The tactile, visual, and auditory delivery of the lesson allowed for multiple learning styles and different student strengths. The cooperative nature of the lesson also helped students to learn to work together and problem solve as a group. Since they were working with 100 counters, students were required to work together to quickly count the counters in each row. Students were also able to transfer their knowledge onto paper by referring to the models that I provided on the board. The visual format of the array also helped the students make a clear connection between multiplication and division especially those students who had not made the connection already. The fact families were also very useful for demonstrating the connection between multiplication and division, and my students did very well with these. Finally, the guided practice asked students to complete fact families without the aid of a visual. They also did quite well with this part of the lesson. I did notice that they had difficulty solving the vocabulary question, and although they know how to label the parts of a division sentence and use them in communication, they had difficulty with the words in an unfamiliar context. I had planned on using a separate quickcheck to assess student understanding; however, I was again running low on time and chose to assess my students understanding based on the performance on the guided practice questions. Students completed some of these independently before we went of

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

them, so I was able to assess their understanding without assistance. Overall, the lesson followed a progression from concrete hands-on examples to traditional abstract representations. Finally, I provided a short clip showing a parade formation in order to provide background for those who had never seen one. The parade array drew a real-life connection and students were excited about it. I drew a model for a parade array on the board, and this seemed to clear up any confusion there might have been. I provided varying degrees of assistance to my students depending on my assessment of their understanding during before lunch. There were also several things that did not work as well as I had planned. First of all, 100 counters were way too many for my students to work with. Counting from a pile of 100 counters to form the arrays became cumbersome for my students and detracted from the lesson in the beginning when they were trying to make rows of fifty. This did get easier as the number of ants in each row began to decrease. I also ran out of time again. My plans are still too complex for the time I have, and have been running out of time for wrap-up and reflection. The parade did, however, allow my students to apply the concept to their interests and personal life and was therefore a good wrap-up to the lesson. Unfortunately, I did not specify the product for the array, so many of my students produced small arrays with products of 12 or less. They did however write correct fact families which did demonstrate their knowledge that multiplication and division are related. Finally, some students seemed more invested in drawing the pictures than the math. If I were to do this lesson again, I would use a story situation that requires fewer counters. I would also be more specific when I give my instructions for the array. I also need to work on pacing and be more mindful of my time. I need to be more realistic about what I can accomplish in 90 minutes allowing for interruptions and other unplanned issues. In a classroom, unplanned things always occur, so I need to work on determining what is most valuable and what activities are priorities.

Erica Sigley

Salem College Student Teaching Candidate Division Basic Facts Practice

Fall 2011

GRADE/CLASS: 4th Grade UNIT TOPIC: Division

SUBJECT AREA(S): Mathematics DAY: 4 (one day)

Desired learning outcome(s): Students will practice their basic division facts in order to increase their fluency and automaticity. Students will demonstrate their improvement by taking a baseline basic facts test before the lesson and then taking another after the lesson. Essential question(s) from learning objective: What are some strategies you can use to practice and remember basic division facts? NCSCOS goal and objective(s): (note: the 4th grade NC pacing guide lists 3rd grade objectives for the first week of division; therefore, I am listing 3rd grade objectives for this lesson to maintain consistency) 3rd Grade Mathematics Competency Goal 1: The learner will model, identify, and compute with whole numbers through 9,999. 1.02 Develop fluency with multiplication from 1x1 to 12x12 and division up to two-digit by one-digit numbers using: a. Strategies for multiplying and dividing numbers. b. Estimation of products and quotients in appropriate situations. c. Relationships between operations. Learner prior knowledge/ learner background experiences: Students will have had experience practicing their division facts since third grade. The work we have done this week with division strategies and its relationship with multiplication will also serve as background for the students. Fact families will be especially helpful for students who know their multiplication facts very well but who are less comfortable with division facts. Materials and resources needed: Two copies of the division facts test for each student Division Bingo game ActivBoard I Have, Who Has multiplication and division game Index cards and a marker for Division Scramble Game Division Basic Facts list and practice ideas handout

Erica Sigley Teaching strategies

Salem College Student Teaching Candidate

Fall 2011

anticipatory strategies (background knowledge) During anticipatory strategies, students will complete a baseline basic facts quick test to determine how well they know their basic facts. I will give students two minutes for this test. Students will not be permitted to use a calculator. When the two minutes are up, students will count the number of division facts they answered correctly and record this on the sheet. I will inform my students that we will be playing three games to help them improve their memory of the division facts and that they will retest during concluding strategies of the lesson in order to determine how much they have improved as well as which facts they will need to practice over the weekend. There is an assembly during part of the allotted time for this lesson, so a multi-part lesson devoted to basic facts practice is appropriate for a day when my usual 90 minutes is cut to 60 minutes. developmental strategies There will be three parts to developmental strategies. First, my students will play division bingo. This will provide my entire class with practice with basic facts at a slower pace. My cooperating teacher already has the game in her classroom, and I think this is perfect time to use it. All students receive a board and counters to cover their numbers. The boards have quotients, and I will be drawing cards with the division sentences. As I read the division sentences out loud, I will also write them on the board. I will give my students time to solve the fact on their own, and then I will solve the fact with the class to help those students who do not have it memorized (process differentiation for struggling students). I will continue to read out the sentences until a student calls bingo. When a student calls bingo, he or she will need to recite the facts that helped him/her to get the answer. We will play several rounds of this game. After about 10 minutes, we will switch to I Have, Who Has? This version has both multiplication and division facts. During this game, each student gets a card with the answer to a previous division or multiplication fact from another card as well as a fact to read out for other students. Basically, the cards create a division and multiplication chain. I will time the game to encourage my students to work as quickly as possible. We will try to beat our time each time we play. I will provide differentiation for my students in several ways. First of all, most of my students will receive one card; however, there are more cards than there are students, so I will need to give some students two cards. I will provide my more advanced students with two cards (process differentiation for advanced students). I will also be selective about which cards I give to which students. I will provide my struggling and ESL students with cards that are answers to simpler facts (process differentiation for struggling or ESL students). Also, since this is a cooperative game with a group goal, my students will also help one another. Finally, since part of this activity is language based, I will coach my ESL students with reading their card out loud. I will first model how to say it out loud, and they will repeat me (process differentiation for ESL students). Finally, students will play Division Scramble. During this game each student receives a card. Some cards have division sentences, and other cards have matching quotients. Without speaking students search for their match as quickly as possible. Cards are shuffled and switched each round to provide students with practice with

Erica Sigley different facts.

Salem College Student Teaching Candidate

Fall 2011

concluding strategies During concluding strategies, students will complete a retest of the same facts they test on during anticipatory strategies. This will provide both them and me with an idea of how much they have improved over the course of the lesson. My goal is that all students will see some progress thus showing them that even a short time of practice will help them with their basic facts. For homework for the weekend, students will practice their basic facts. I will be providing them with a list of basic division facts and some ideas for how to practice them. Students may choose what strategies or games appeal to them. Assessment Anticipatory strategies: During anticipatory strategies, I will be preassessing my students ability to recall basic division facts quickly by noting their initial quicktest scores. I will also be observing their strategies during this time, I will watch to see if my students use their fingers or draw a picture to solve the problems. I will also watch to see how long they pause between each problem. These observations will provide me with a good idea if my students have the facts memorized or if they are computing them. Developmental strategies: During developmental strategies, I will be assessing how quickly my students are able to come up with the answers to the division facts. During BINGO, I will be observing which students wait until we answer the fact as a class to put a token on their board. I will also be looking for students who use their fingers to solve them. During I Have, Who Has I will assess how quickly students are able to identify that they have the answer. I will also assess my other students to see if they also answer the question and look around the room for the student with the card. Therefore, I am not only able to gauge one students fluency at a time but many. Finally, I will assess my students ability to quickly find their partner during the Division Scramble. Concluding Strategies: During concluding strategies, I will assess my students results on their second test to see how much they have progressed over the course of the lesson. EC accommodations/modifications to strategies or assessments (refer to IEPs or 504 plans) The accommodations and modifications for my students with IEPs and 504 plans consist of preferential seating, extended time, and read-alouds on tests and assignments. Wrap-up and reflection by the students As wrap-up, students will reflect on their experience and determine which facts they had the most difficult time remembering. This will help them to narrow down how much they need to practice over the weekend. Resources I have, who has (2011). Basic division worksheets. Retrieved from www.superteacherworksheets.com

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Work Samples and Assessment Ms Work Samples

Notes and Assessment M was a surprise to me today. She did not do nearly as well as I had expected her to considering her performance so far. I had expected her to solve many of the problems on the quicktest during the allotted time; however, she only solved 9 correctly. I also noticed that she was counting on her fingers and writing repeated addition on the bottom of her page. The repeated addition showed me that she was working backwards, thus revealing that she understands the connection between multiplication and subtraction; however, this is far from having automaticity with the facts. M is a very good problem solver, and I do believe that problem solving is a much more important indicator of mathematical success; however, I think improved automaticity with her facts will help her when we begin to work with long division. M was very engaged in all of the games we played and seemed to enjoy herself. She about doubled her score in the retest; therefore showing improvement and learning.

Erica Sigley Cs Work Samples

Salem College Student Teaching Candidate

Fall 2011

Notes and Assessment C also had some trouble with his basic facts today. He was being observed by his speech teacher today, and I overheard his teacher remind C that division is multiplication backward. I am concerned that C has not yet made this connection even though he seemed to understand how to write a fact family yesterday. However, it is one thing to be able to write a fact family and another to actually understand the relationship. I believe that all students will need reinforcement with this concept, so I will also be including math quickwrites as part of morning work to reinforce conceptual knowledge such as this. C did well with the games and was receiving help from his teacher during the lesson. As I observed him during the division scramble, he was able to identify who had the match to his card quickly. C also improved on the retest. He originally scored a 14 and then got 20 correct. Though small, this improvement shows that with practice C can develop his ability to recall his basic division facts.

Erica Sigley Bs Work Samples

Salem College Student Teaching Candidate

Fall 2011

Notes and Assessment Of the three students that I have been observing, B was the most successful today. Not only did she perform better than most students on the first quickest, but she nearly doubled her already good score on the retest to score a 66, one of the highest in the class. She was engaged and helpful to the other students during the game. I was very proud of her during I Have, Who Has. She was I able to read 132 12 without any assistance from me at all. I did not give her this card originally; somehow she ended up getting it switched with another student at her group. When she started to say the number wrong, she self-corrected and read it correctly. It is clear that computation and basic facts are a strength for B, and it was great to have a lesson that played off of her strengths and gave her confidence! I will continue to work with her conceptual knowledge and her ability to express it. Reflection by the teacher I am very glad that I decided to write a lesson solely devoted to basic facts into my unit. It became very clear to me today that my students need practice with their basic division facts. Several of my students were still using paper and pencil to figure out some of the facts that they should know fluently by now. We have in a sense been working on reviewing these facts throughout the week; however, it was good to have a full class devoted to practice. I knew that I did not want to simply drill my students during this

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

lesson. I wanted it to be a fun and engaging experience. I also wanted to use games that would be fair to all students regardless of how well they knew their division facts. For example, I did not want to hold a division bee or play Math Around the World because I knew that the only students who would have valuable and extended practice with these games would be those who already knew their facts since the students who have fewer memorized would be out of the game early. I also wanted all students to discover their baseline and see growth from the beginning of the lesson to the end. Overall, I chose to have my students do a basic facts timed practice at the beginning of the lesson, and then I split the instructional time into three games (division bingo, I Have Who Has, and division scramble), and finally, I had students complete the same timed practice after the games and see how much they improved by. Many things went well in this lesson. First of all, the timed test allowed all students to see how well they knew their division facts. Students were able to quickly set a baseline for themselves, and I was quickly able to see who did and did not know their facts. I saw several students counting on their fingers or doing paper and pencil work to solve these, which informs me that they need to practice more to achieve fluency and automaticity. I reassured students that the test was being used to see how much they improve over the course of the lesson and that I was not going to grade their performance. This seemed to help them relax a bit. Overall, this was a very casual lesson, and I feel like the students enjoyed it. BINGO was successful because all students were playing all the time. There was no downtime for students when they were not thinking about math. In order to help those students who do not know their facts to automaticity, I would call out a division sentence, give students time to answer it on their own and find it on their board, and then go over the answer as a class. This allowed students to both figure it out on their own as well as have guidance. I Have, Who Has was an easy game for me to differentiate for. As I passed around the cards, I gave my learners certain cards based on difficulty and ability. I also gave my advanced learners two cards since there were more cards than students. This activity was also very helpful for my ESL students since they had an opportunity to practice speaking in front of the class. For most of them, I had to help them figure out what to say, but it was a great way to get them involved. Finally, I Have, Who Has helped reinforce both multiplication and division skills as well as their relationship since both types of facts were in the game. Division scramble was successful because students were not permitted to talk during the activity. They were therefore required to walk silently around the room and look at all of the cards the other students were holding and find their match without simply yelling out what number they were looking for. This required that they consider all numbers before finding their match. This provided even more practice than planned. This was also a great activity for my ESL students because it encouraged them to interact with other students even though it was nonverbal. Finally, all students experienced some success during the retest. All students improved, some more significantly than others, but all students saw how even a short time of practice can help them to remember more of their facts. I think the activity that I sent home for students to practice was good because it provided ideas for games and ways to practice, permitting students to choose what would be most engaging for them.

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

If I were to do this lesson again, I would ask students to record the math sentences in I Have, Who Has. Although the game helped to reinforce the connection between multiplication and division and also required the class to work cooperatively, students seemed to check out after they read their card. They knew they were off the hook for the rest of the round and stopped paying attention. Having students record their facts as they heard them would require them to pay attention throughout the entire game. I also would have more facts prepared for the division scramble. This game got boring after a few rounds because students were only working with a few facts. Finally, I would have done this lesson much sooner. I honestly expected my students to know more of their division facts since they did pretty well with multiplication facts. I think some of the struggle is that even though they are related, they are in a less familiar format. I will need to continue to have students practice these, and I plan on making it a part of morning work each day next week.

Erica Sigley

Salem College Student Teaching Candidate Division Divisibility Rules

Fall 2011

GRADE/CLASS: 4th grade UNIT TOPIC: Division

SUBJECT AREA(S): Mathematics DAY: 5 (one day)

Desired learning outcome(s): Students will learn how to apply divisibility rules to determine what numbers can be evenly divided by divisors. They will demonstrate their knowledge by writing a divisibility rule handbook, participating in a divisibility rule game, and explaining in writing whether or not a number is divisible or not. Essential question(s) from learning objective: How can you tell if a dividend is evenly divisible by a divisor without actually dividing it? NCSCOS goal and objective(s): 4th Grade Mathematics Competency Goal 1: The learner will read, write, model, and compute with non-negative rational numbers. 1.02 Develop fluency with multiplication and division:

c. Strategies for multiplying and dividing numbers. d. Relationships between operations. Learner prior knowledge/ learner background experiences: Students will need to know even and odd numbers, basic multiples of numbers 1-9, and be able to add. They should also be familiar with the vocabulary: divisible, dividend, divisor, multiple, and quotient. Materials and resources needed: Rules of Divisibility NEW!! Video From http://www.teachertube.com/viewVideo.php?title=Rules_for_divisibility_N EW__&video_id=191367. Notebook paper Activboard Divisibility rules chart handout Divisibility rules worksheets (2 digit, 3 digit, and 4 digit dividends) Divisibility rules homework Teaching strategies anticipatory strategies (background knowledge) To activate my students background knowledge about multiples and divisors, I will put several dividends on the board and ask my students to work with their

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

groups to identify which divisors go evenly into the dividends. I will slowly put larger and larger dividends on the board until students are unable to figure them out. I will then tell them that there are rules that can be followed to figure out divisors without having to actually divide the numbers first. I will ask if students have heard of any of these before moving on. I will ask questions such as, How can you tell if a number is divisible by 2? How can you tell if a number is divisible by 5? Do you think there are tricks for the other numbers? Once we have talked about these, I will show my students the video Rules of Divisibility NEW!! From http://www.teachertube.com/viewVideo.php?title=Rules_for_divisibility_NEW __&video_id=191367. When the video is over, we will review what we have learned. developmental strategies During developmental strategies, students will be making a divisibility rule handout for themselves. I will hand each student a divisibility rules chart handout as well as 4 sheets of notebook paper. Students will use the divisibility rule handout to create their handbook. Students will fold their four sheets of paper in half to form a book. They will write the title on the front. On the inside, they will write the rule on the left page and show an example of the rule on the right page. Students will be expected to write the rules in their own words and use their own examples. While students write, I will be circling around the room to help them. If students are having trouble putting the rules into their own words, I will ask them to read the handout and then flip it over. I will then have them dictate the rule to me, and I will write it for them on a sheet of paper. The students will then copy their dictated sentence into their book. I will also use this strategy with my ESL students. (process differentiation for struggling and ESL students). If students finish early, I will ask them to spend some time trying to actually solve the division problems (process differentiation for advanced learners). When all students have finished their books, we will have a classwide divisibility race. Students will divide into two teams and two at a time, students will stand face to face. I will call out a division problem such 321 3, and students will race to tell me yes or no, whether or not the dividend can be evenly divided by the divisor and state the rule that explains why or why not. Students will be permitted to use their handbooks as well as paper and pencil to do their work. The team with the fastest student gets a point, and the next two students move to the front of the line. I will organize teams so that each team has mixed ability levels to keep the game competitive and evenly matched. I will informally assess each students performance by observing each ones performance to determine who I need to work with further during concluding strategies. I will complete a checklist during the game to help me with this. This will be my checklist from earlier in the unit that is divided into Got It!, Almost There, and Needs Help. concluding strategies During concluding strategies, students will be applying their knowledge and use

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

of their handbooks to complete a worksheet. Most students will be completing a chart using 3 digit numbers and writing yes or no to identify whether the dividends are evenly divisible by the divisors or not. Advanced students will be completing a chart using four-digit numbers. I will meet in small groups or oneon-one with my struggling or ESL students to reteach and directly model the information. I will show students several examples of each rule and model them. I will then guide each student through an example and finally have them work to complete the chart independently. Depending on how well students do with the reteaching, I will assign them either a two-digit or three-digit chart to complete. (process/product differentiation for struggling/ESL students). Students who complete this chart early will then examine their chart for patterns. Some patterns they may identify include, a number that can by divided by 6 can also be divided by three, a number that can be divided by 10 can also be divided by 5, etc. Students will record their observations in their math journals (process/product differentiation for advanced students) When all students have completed this activity, we will talk as class about some patterns that were observed. Not all students will have had a chance to spend time on this, so I will be calling on students who have had the chance and who can share their observations with the class. I will also be assigning my students a divisibility rules worksheet for homework. This contains 2-digit through 4-digit numbers. I will ask all students to complete all parts of the worksheet; however, I will differentiate my grading based on the level of each learner and depending on how well they performed during the lesson. (Product differentiation for all learners). Assessment Anticipatory Strategies: During anticipatory strategies, I will informally assess my students ability to determine multiples and divisors. I will use the information that I gather to inform my questioning and determine when to begin showing the video. I will use informal assessment during the video debrief to decide how much direct instruction of the concepts taught in the video I should do. Developmental Strategies: During developmental strategies, I will use informal assessment to determine who needs help as I circle around the room. I will also determine who should move on to trying to explain why the rules work. During the game, I will be completing a checklist for each student broken down into Got It!, Almost There, and Needs Help to determine who I need to work with to reteach during concluding strategies. Concluding Strategies: During concluding strategies, I will formally assess students completed charts to determine if they understand how to apply the rules of divisibility. I will also observe their responses during the classwide debrief and take anecdotal notes to determine their level of understanding. Wrap-up and reflection: During wrap-up and reflection, I will assess my students answers to the questions for their ability to recognize application for the divisibility rules. I will be interested in their responses about how the rules can help them in the future. EC accommodations/modifications to strategies or assessments

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

(refer to IEPs or 504 plans) The accommodations and modifications for my students with IEPs and 504 plans consist of preferential seating, extended time, and read-alouds on tests and assignments. As I circle the room to provide assistance, I will provide read alouds to those that require it. Wrap-up and reflection by the students The classwide debrief and discussion about patterns will be the first part of wrap-up. If time allows, students will be asked to write about how divisibility rules can help them in their math journal. They will be responding to the following questions? Do divisibility rules make division easier for you? When can you use these rules to help you? How will divisibility rules help you check your work? Resources Divisibility rules handout worksheets. (2009) Math-aids.com Retrieved from http://www.math-aids.com/Division/Divisibility_Test_Handout.html Divisibility rules worksheet. (n.d.) Seward Public Schools Retrieved from https://docs.google.com/a/salem.edu/viewer?a=v&q=cache:pS6JxlegEmUJ:www.se wardpublicschools.org/pages/uploaded_files/Divisibility%2520Rules%2520Works heet.doc+&hl=en&gl=us&pid=bl&srcid=ADGEEShhjgGQmdU92xKSHUl6qsIAveDMn374taDsBreWl9AGrJy3yPyhwz4dhoUqumHDSjUO4 0Kj_xygtXedK3xKHYnEm_8bKr2frcTHtanm_0ncERiYdB3ZUtK1Lw2JcAOtMqwWqN&sig=AHIEtbQ1PFyKCPs_nXNefBecbYWG47VDpw&pli=1. Divisibility test division worksheets. (2009) Math-aids.com Retrieved from http://www.math-aids.com/Division/Divisibility_Test.html Hanker. (5 Aug. 2010). Rules for divisibility new!!! [video file] Retrieved from http://www.teachertube.com/viewVideo.php?title=Rules_for_divisibility_NEW__ &video_id=191367.

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Divisibility Rules Worksheet Name:_____________ Use the divisibility rules to circle the answers.
Number Example: 10 15 27 36 16 28 57 102 268 4518 93 144 256 75 450 70 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 Divisible by: 3 4 5 6 9 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10

Worksheet retrieved from Sewardpublicschools.org

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Student Work Samples and Assessment Ms Work Samples Math Journal

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

If I had more time with M, I would work with her to help her to become more organized and keep neater notes.

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Homework

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Divisibility Rules Morning Work Quickwrites The questions were: Day 1

1. Is 78 divisible by 2? Why or why not? 2. Is 1475 divisible by 5? Why or why not? 3. Is 112 divisible by 10? Why or why not?

Day 2
1. Is 417 divisible by 3? Why or why not? 2. Is 212 divisible by 6? Why or why not? 3. Is 216 divisible by 9? Why or why not?

Ms responses are correct and thorough and demonstrate understanding of the divisibility rules for 2, 5, 10, 3, 6, and 9.

Erica Sigley Notes and Assessment

Salem College Student Teaching Candidate

Fall 2011

M did well with this lesson as she does with most. Initially, she had trouble as did most of my students; however, I believe this was because I was trying to give my students far too much information at once. When I slowed down and focused my instruction on just a few rules each day, she seemed to do much better. She had no problem remembering the rules for even and odd numbers, and she caught on to the divisibility rules for 2, 5, and 10 very quickly. Although, this may have never been directly taught, I believe this was background knowledge for M. Based on my observations of her during class and how she volunteered to answer my questions early on in the lesson, it was clear to me that she recognized patterns for multiples of 2, 5, and 10. When we moved onto 3, 6, and 9 the next day, it was clear that this information was new to her. She still did very well and was able to refer to the divisibility rules chart that I had provided the first day. It seemed like the ability to read and comprehend the divisibility rules chart determined whether or not the students understood the lesson. I encouraged all students to refer to their chart to remind them of their rules. Rather than ask my students to memorize the rules, I was more interested in assessing their ability to apply the rule. I think this is where M was successful. She does not always do well memorizing information, but her ability to apply strategies is excellent. As we worked in class, she referred to her chart several times and was also able to state clearly how she found her answers. Her ability to put the rules into her own words showed me that she truly understood them. Since it seemed like the majority of the class was having difficulty, I did direct instruction, modeling, and guided practice for much of the lesson. I was unable to perform a classwide quickcheck since many of students were still struggling. I did, however, have students complete some problems independently so that I would have time to provide small group assistance to those having trouble at each table. As I passed by M, I noticed that she was doing very well, and seemed to have mastered the concept. Her homework confirmed this observation. Although there were a few mistakes, she got the majority of her homework correct. Cs Work Samples Math Journal

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Erica Sigley Homework

Salem College Student Teaching Candidate

Fall 2011

Divisibility Rules Morning Work Quickwrites The questions were: Day 1

4. Is 78 divisible by 2? Why or why not? 5. Is 1475 divisible by 5? Why or why not? 6. Is 112 divisible by 10? Why or why not?

Day 2
4. Is 417 divisible by 3? Why or why not? 5. Is 212 divisible by 6? Why or why not? 6. Is 216 divisible by 9? Why or why not?

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Cs responses show understand of the divisibility rules for 2, 5, and 10. However, he is overgeneralizing rules for even and odd numbers to say that any odd number is divisible by another odd number and any even number is divisible by an even number. Cs answers for 3, 6, and 9 show a misconception that will need to be corrected. Notes and Assessment C is continuing to have a difficult time with this unit, and he seemed to be very confused by this lesson. I think his weakness with basic facts made it especially difficult for C to understand how to apply the divisibility rules for 3, 6, and 9. He seems to understand how to determine numbers that are divisible by 2 because he does well with identifying even and odd numbers. He is also doing fairly well with 5 and 10. Unfortunately, it seems that he is overgeneralizing even and odd rules to all divisibility rules. For example, he will justify his answer for a number being divisible by 3 by saying the digit in the ones place is odd and 3 is odd, so they are divisible. I think that C will need more time to differentiate between the rules. I think that introducing the rules one at a time might help him to differentiate between them; however, we do not have time to do this as a whole class. I also think that C will benefit from practicing putting the rules into his own words. C does have lower reading comprehension, and I believe that his struggle with reading contributed to his difficulties in this lesson. When I assist C, and meet with him one-on-one, I will continue to reinforce these rules and work on translating mathematical language into his own words. Fortunately, we will continue to work with division for the next two weeks, so I will have plenty of opportunities to integrate divisibility rules into our other instruction. My observations of C as well as his homework performance demonstrate that he is continuing to have difficulties. I will continue to use divisibility rules to encourage students to check the reasonableness of their answers in long division, so hopefully, with time, C will learn to apply these. Bs Work Samples Math Journal

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

B pays very good attention in class and keeps very neat and thorough notes.

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Homework

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Divisibility Rules Morning Work Quickwrites The questions were: Day 1

7. Is 78 divisible by 2? Why or why not? 8. Is 1475 divisible by 5? Why or why not? 9. Is 112 divisible by 10? Why or why not?

Day 2
7. Is 417 divisible by 3? Why or why not? 8. Is 212 divisible by 6? Why or why not? 9. Is 216 divisible by 9? Why or why not?

Bs answers demonstrate that she understands divisibility rules; however, again, I am skeptical. I believe that she works closely with another student at her table because their answers are very similar. Again, I do not mind that she gets help; however, this makes it difficult for me to assess how much she understands. Notes and Assessment

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

This was an especially difficult lesson for B, though I am not surprised since the lesson was primarily language based and less reliant on computation. I know that B is able to add together digits and divide them by 3 or 9; however, I have noticed that she does not understand that purpose for doing this. I am having trouble communicating the meaning of divisibility to her. She can follow along with the math but doesnt know what to do with her answer once she gets it. My other Karenni students are having similar problems. I still have not been able to figure out how to communicate the rules to her with the lesson, and her language abilities are more advanced the others. The morning work checks I have done have shown that she understands the rules somewhat, but I believe that she was receiving a lot of assistance from her peers at her table. Therefore, I am uncertain of how much she can do at home. In addition, I know that community volunteers and church members help many of my Karenni students with their homework, so I am unsure of how much she has able to do on her own. Generally, I am able to see how well she understands based on her in class performance; however, her homework and morning work performance are inconsistent with her performance when I try to work with her one-on-one. It is likely that my direct observation of her when I work with her is more representative of her abilities. When I work with her, she seems lost and looks at me blankly when I try to explain the rules. The language barrier has particularly difficult to break through with this lesson. I think that more examples will be helpful for B. Since we will begin to discuss remainders, I will use examples of divisibility rules with and without remainders to help her develop her understanding of the word divisible. Fortunately, this is only one strategy of many in division, and her past performance with computation indicates that she will do well when we get to long division. Reflection by the Teacher I thought the divisibility rules lesson would be easy since it would mostly be about remembering rules and when to use them rather than be about computation. Boy was I wrong. My students were lost from the get go. I started my lesson by reviewing what we have covered the previous week, and we got off to a good start. Then I introduced what I had hoped would be a review or at least familiar to students. I put problems on the board such as 14 2 or 35 5 and asked my students if they would divide evenly. They didnt seem to understand what I was asking, so I asked the question several different ways such as is 14 divisible by 2? Does 2 go into 14? Is 2 a multiple of 14? Can you divide 14 by 2 and get an answer without any left over? After a while, some students seemed to catch on, and others seemed even more confused. I decided at this point that I would play the video and see if that would trigger some light bulbs. Well, I had a technology problem and the video would not download. Rather than try to get the video while my students simply sat and waited, I decided to pass out the divisibility rules handouts to have students glue them in their notebooks. As they did that, I was finally able to get the divisibility rules video to play from Teacher Tube. The students seemed to enjoy it and I thought that they were catching on. When the video was over, I introduced the handbook activity and said that we would be using our divisibility rules handout in the notebooks to make a handbook with the rules in the students own words and an example of the rule working. I did the first two pages with the students (rules for divisibility by 2 and by 3),and when I asked of there were questions, no one had any. My students, for the most part, are not shy about asking questions, so I thought they must have felt comfortable. I

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

explained that they would be learning the rules as they went. Just a few minutes into the activity, I noticed that the students were completely lost. Their biggest problem seemed to be translated the words that the rules were written in into a sentence they could understand. It started to become clear to me that they were going to need a lot more guidance for this activity than what I had planned for. At that point, I decided that rather than start with the general rules and have students come up with examples to explain them, we would need to first start with examples and then talk about the rules. Therefore, I pulled the 2-digit handout that I had intended for homework and put it up on the board with the document camera. Then I went through each divisibility rule for each number on the sheet. This seemed to work for a little while, but students were still having trouble. I noted two reasons for this, one being my fault and the other being a lack of background knowledge for my students. First of all, I should have worked with one divisibility rule at a time. Rather, introduced the number on the sheet, say 42, and I asked how do we know if 42 is divisible by 2? And we would go over it, and then I moved onto to the rule for three and then 5, and so on. I should have realized much sooner than I did that throwing all of the rules at my students at once was way too much. The other problem I ran into was that my students were having trouble with their evens, odds, and multiples of 5. I would ask questions such as is 31 divisible by 2? and many of my students would say yes because 1 is even. I assumed that even and odd numbers would be something my students already knew well, but I know now that I will need to include even, odd, and multiples of 5 in my preassessment in the future, because knowing that my students needed to review these from the get-go would have saved us a lot of time. I was running out of ideas, and I could tell that my students were beginning to become bored or frustrated. Fortunately, we had lunch and recess, and I had time to regroup and think about what to do. I decided that after lunch, I would break the rules down into smaller groups and we would only cover a few that day and do the rest on the next day. I found a great promethean presentation that broke the rules into two groups: 2, 5, and 10 in the first group and 3, 6, and 9 in the second group (http://www.prometheanplanet.com/enus/Resources/Item/34281/divisibility-rules ). When we got back inside from recess, we hit the ground running with 2, 5, and 10. I did a quick review of evens and odds, and students remembered the difference very quickly. We write a list of the ones digits for the even numbers and the odd numbers and discussed that we know a number is divisible by two if it is an even number. After several examples and repetition of the rule, students were able to determine if a number was divisible by 2. We did the same with 5 and 10: quickfire choral repetition. Students seemed to enjoy the choral repetition and even started to develop a rhythm as a class. As students repeated answers, I looked around the room to see what each one was saying to make sure they werent just repeating others. Most were reciting the rule and answering correctly. I assigned what I had intended as classwork to the students for homework and asked them to only determine if the numbers were divisible by 2, 5, and 10. We would do the rest the next day. Overall, in that half hour after recess, I covered more and students learned more than the whole hour before lunch. I am confident that my students will be able to complete the homework.

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

On the second day, we used the same presentation to cover 3, 6, and 9. These were certainly more difficult for the students than 2, 5, and 10. Two, 5, and 10 simply require students to look at the digit in the ones place and make a decision. The divisibility rule for 3, 6, and 9 require students to add the digits together and determine if the sum is divisible by 3 or 9. For 6, the number must be divisible by both 2 and 3, so it requires students to perform two tests. The multi-step nature of these problems was a difficulty for many students. A few other students had trouble determining when sums were divisible by 3 or by 9. These were difficulties with basic division facts. Since the numbers we were working with were mostly three digit numbers, the sums were rarely more than 27. Students need to continue to practice their basic division facts in order for this to become easier. Since these divisibility rules were more difficult, they took the full 90 minutes the second day, and I anticipate that some students will still have problems with their homework. The students who did or did not have trouble with this lesson were inconsistent with how they have performed in the past. Some students who tend to struggle and need reteaching often did quite well. Others who usually do very well with math had trouble. This makes sense since this lesson was not about computation or problem solving as much as most other lessons are and more about memory. My students different strengths definitely stood out in this lesson. Instead of having my usual struggling, average, and advanced students to differentiate for, I provided modeling, reteaching, and one-on-one help to several different students throughout the lesson as they expressed difficulty. If I were to do this lesson again, I would do a more thorough preassessment. Ill admit that I assumed my students would have no trouble with even and odd numbers, and by assuming, I was not as prepared as I should have been for what happened. I would also change strategies sooner. I feel like it took me far too long to identify the problem and come up with an alternate strategy. Finally, I would not try to cover all of the divisibility rules during one lesson. It became very clear that this was way too much for one day, and I will know that for next time. Although, I feel like this lesson could have gone much better than it did, I am proud of a few things. First of all, I did not quit until I found something that worked for my kids. It was even suggested to me that I abandon divisibility for the day and try again some other time, but I could not let it go. I had to find a way to teach my students using a strategy that worked, and I did. I felt that if I did not follow through and bring closure to the lesson, my students would be even more confused. Rather than becoming discouraged, I became determined to find something that would work. I also feel like this lesson was a good lesson for students on persistence and the fact that things do not always work the first time around. The lesson, for me was a lesson in problem solving, and students saw that when one thing didnt work, I tried something else. I hope they learned from this. After all, students not only learn content in school but life lessons as well. I hope that I was a good model for my students during this lesson.

Erica Sigley

Salem College Student Teaching Candidate Division Remainders

Fall 2011

GRADE/CLASS: 4th grade UNIT TOPIC: Division

SUBJECT AREA(S): Mathematics DAY: lesson 6 (one day)

Desired learning outcome(s): Students will learn what remainders are and how to find them. They will also learn what a remainder means in different situations. To demonstrate their learning, students will write their own story involving a division problem with a remainder and show how it affects the story. Essential question(s) from learning objective: What is a remainder and how do you find it? What do remainders tell us about the problem? NCSCOS goal and objective(s) assessed: 4th Grade Mathematics Competency Goal 1: The learner will read, write, model, and compute with non-negative rational numbers. 1.02 Develop fluency with multiplication and division: a. Strategies for multiplying and dividing numbers. b. Estimation of products and quotients in appropriate situations. c. Relationships between operations. NCSCOS goal and objective(s) addressed: 4th Grade Language Arts Competency Goal 3: The learner will make connections through the use of oral language, written language, and media and technology. 3.05 Analyze and integrate information from one or more sources to expand understanding of text including graphs, charts, and/or maps. Learner prior knowledge/ learner background experiences: Students should be comfortable dividing numbers without remainders. Students will have had several of experience with this prior to this lesson. Students should also be able to read and write story problems. Materials and resources needed: A Remainder of One by Elinor J. Pinczes Envision Guided and Independent Practice topic 8-3 (remainders) http://www.pearsonsuccessnet.com/snpapp/iText/products/0-328-302619/data/pdfs/nt4_08_45.pdf ActivBoard Computer with internet connection A Room with a Choo video from Learn 360

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

http://www.learn360.com/ShowVideo.aspx?SearchText=remainder&ID=22 8111 Counters Notebook paper Teaching strategies anticipatory strategies (background knowledge) I will begin anticipatory strategies by reading aloud A Remainder of One. This story is about Joe Bug who marches in a squadron of 25 bugs and is always marching by himself in the formation as a remainder of 1. Throughout the story, Joe Bug tries other formations to prevent himself from being a remainder. As I read, I will stop from time to time to review the story so far with my students. When I am finished, I will begin introducing division and remainders by asking my students some questions. I will ask questions such as What problem was Joe Bug having? What is a remainder? How did Joe Bug try to solve his problem and not be a remainder in the bug formation? Was he successful? Why or why not? What other formations could he try that would not result in a remainder? What formations could he try that would result in more than one remainder? As I ask these questions, I will assess my students ability to connect the story events to a math concept. I will also be writing the appropriate division sentences for each situation we discuss. developmental strategies During developmental strategies, I will be providing my students with modeling, guided practice, and independent practice. I will begin by passing out counters to my students. Students will not be required to use these counters; however, students who are struggling and find them helpful may do so (process differentiation for struggling students). I will then pull up the 4th grade Envision textbook page 168 on the Activboard using the ActivInspire desktop annotate feature. This way, students will be able to see what is in their book projected onto the screen which we may also write on. I will model and think a loud a few problems from guided practice. As I do this, I will ask for student volunteers and input to help me through the process. Students will follow along with paper and pencil as well as counters if needed. If I find that more concrete modeling is needed, I will use the counters in etools provided by the interactive textbook. As students become more comfortable with the material, I will ask them to work on problems in their groups as I circle the room to provide assistance and gather notes and observations about their performance. I will then review in a whole group, the problems that were done in small groups. When we are finished with guided practice, I will ask my students to complete the independent practice on a separate sheet of notebook paper that I will collect. I will be assessing this practice to determine who I will need to provide an intervention for during concluding strategies.

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

concluding strategies During concluding strategies, students will be demonstrate their knowledge of and ability to work with remainders by writing a short story situation where division and remainders are a factor. Before students begin writing, they will watch a short video from Learn360.com called Room with a Choo. In this video, a mouse is trying to build a house and miscalculates the number of trips he needs to make on a ferry to carry all of his bricks because he doesnt quite understand how to work with remainders. The story shows how it is important to consider the context of the problem to decide what to do with a remainder. Once we have finished watching the video, I will review the content briefly with my students by asking questions such as What mistake did the mouse make? How did this affect his house? What should he have done differently? Etc. By this point, students will have seen two examples of division and remainders being used in a story situation, and I will announce that they will be writing their own stories. These stories should be about half a page long and have characters, a problem, and a solution that involve division and remainders. Students will also write the division sentence and show their computation to solve the story problem. Students who demonstrated difficulty during guided practice will work in a small group with me to get started. I will provide some extra modeling and guided practice and help them with ideas to start their stories. If they continue to have problems writing the story, I will provide them with a division sentence and ask them to draw a picture representing it (Process/product differentiation for struggling students). Students who finish quickly will be asked to add another division problem to their story which results in a different type of solution for the remainder. For example, if in the first story, their remainder was simply a left over that was ignored, they will add a story problem that involves a remainder requiring the quotient to be rounded to the next highest number. By doing this, students will be exploring the many different purposes for remainders. (process/product differentiation for advanced students). For homework, my students will be completing EnVision maths practice 8-3 Dividing with Remainders http://www.pearsonsuccessnet.com/snpapp/iText/products/0-328-302619/data/pdfs/nt4_08_45.pdf . This worksheet provides practice in both basic computation with remainders as well as interpreting remainders.

Assessment Anticipatory strategies: During anticipatory strategies, I will be assessing my students ability to connect the story problem to mathematical concepts. I will also be assessing their background knowledge about remainders and their meaning. I will be using this pre-assessment to determine how much direct instruction I will need to do before guided practice. Developmental strategies: During developmental strategies, I will assess my students understanding as we work on guided practice together. I will use my students understanding to determine how much guidance I need to provide, who to help as I walk around while students are working in small groups, and how soon I should have my

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

students practice independently. As I walk around while students are practicing, I will assess my students comfort level and assist as needed. Finally, I will assess my students independent practice to see how well they understand the material and make my decisions about how to group them and assign the task for concluding strategies. Concluding strategies: During concluding strategies, I will be assessing my students ability to create a story problem that explains the purpose of remainders as well as their ability to solve their problem. Wrap-up/reflection: During wrap-up, I will assess my students ability to see the big picture of remainders and discuss how we can use them and why they are important. EC accommodations/modifications to strategies or assessments (refer to IEPs or 504 plans) The accommodations and modifications for my students with IEPs and 504 plans consist of preferential seating, extended time, and read-alouds on tests and assignments. As I circle the room to provide assistance, I provide read alouds to those that require it. Wrap-up and reflection by the students Students will write in their journals about the importance of remainders in math and in life. They will respond to the following questions: 1. How do you find a remainder and what does it mean in different problems? 2. How can we use remainders to help us make decisions? Resources Pearson Education Inc. (2010). enVision Math North Carolina: 4th Grade Interactice Textbook: Teachers Edition. Retrieved from www.kz.com Pinczes, E.J. (1995). A remainder of one. Houghton Mifflin Company: New York, NY. TVOntario. (2003). A room with a choo! [video fle] Retrieved from http://www.learn360.com/ShowVideo.aspx?SearchText=remainder&ID=228111

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Student Work Samples and Assessment Ms Work Samples Math Notebook

Homework

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Notes and Assessment It was difficult for me to assess Ms performance today. Unfortunately, she did not keep thorough notes during the lesson. I was able to assess that she had a an understanding of the information based off of her interaction with her group as well as the questions that she answered for me in class; however, I am not sure of her ability to connect the story to the division sentences since I have no record of it. I would like to continue to work with M to improve her notetaking skills. I know that M often feels like she already understands the information, so she does not need to write it down; however, I try to stress to the class that these notes are very helpful during homework and studying for tests. Not to mention that taking notes provides the students with plenty of practice. Although I know from observing the class that M was fully engaged in the lesson, she did not record the division sentences that related to the book. Because her notebook is so disorganized, it is possible that I am missing a page of her notes. I also noticed that on the notes page I was able to find, she is still using repeated subtraction (although this looks more like addition) to find her answers. She even left a note saying that that strategy was easier for her. Although I am happy that she has found a strategy that works well for her, I am concerned about when we get to long division because repeated subtraction just isnt practical for larger numbers. I will encourage her to use her strategy

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

to help her check her problems; however, I will be requiring her to use vertical division when we get to long division. Ms homework shows that she is able to get mostly correct answers; however, because she has not shown her work, I am unable to assess how she got these answers. I will continue to observe M and her work to assess how well she understands how to compute with remainders. Fortunately, the remaining lessons also involve these skills, so it will be clear to me quite quickly how well she understands. Cs Work Samples Math Notebook

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Homework

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Notes and Assessment C did very well with this lesson. He paid attention and kept thorough notes. I am beginning to realize that his inconsistent performance may be related to his attention. Although it often seems like he is paying attention, sometimes I think his mind is wandering. Even though he keeps good notes, he may simply copy what I have on the board without being fully engaged. During this lesson, C not only took complete notes, but also participated fully with his group and volunteered to answer questions for the class. As I circled the room while my students were working on the problems from guided and independent practice, I was able to assess that he understood how to compute with remainders. His steps and answers were correct and he was able to explain to me how he got his answers. His homework reinforces this assessment. His answers were correct, and he showed all of his work. He lost a few points for one problem because he did not relate his answer to remainders or divisibility to help his explanation. Overall, based off of his class performance as well as his work, I would say that C has mastered the skill for this lesson.

Erica Sigley Bs Work Samples Math Notebook

Salem College Student Teaching Candidate

Fall 2011

Erica Sigley Homework

Salem College Student Teaching Candidate

Fall 2011

Erica Sigley Notes and Assessment

Salem College Student Teaching Candidate

Fall 2011

B is almost there with her understanding of remainders. Her notes from our story activity are incomplete, though as I observed the class, she was engaged and participating with her group. The rest of her notes, however, are fairly thorough. Her work shows an average understanding of the concept. Some of her answers and computations are correct, while others are not. When she gets problems incorrect, it seems primarily due multiplication errors. Her homework supports this observation as well. She showed her work for all problems, so I was able to assess that she knew to subtract once she had multiplied her quotient by the divisor and then record the left over amount as the remainder. She, however, made several mistakes with her multiplication or did not adjust her quotient when she got a number larger than the dividend. She is not the only student who is having trouble with this, and it will certainly be addressed as we learn long division since these are skills used for it. I will continue to keep my eye on B and work with her one on one to help her learn to check over her work. I am proud that she has been trying to answer the questions that ask her to explain her reasoning. At the beginning of the school year, she as well as most of my Karenni students would leave these completely blank. Im glad that she is attempting them now actually answering them quite well. I believe that with some intervention and practice, B will do just fine with remainders. I do think that she will have difficulty in the future with interpreting remainders because of language barriers. I will probably need to use plenty of pictures or familiar story scenarios to help her. Reflection by the teacher Time was not on my side for this lesson. I had far more planned than what we accomplished today. I started my lesson by questioning my students about what they know about remainders. Very quickly, I received answers like what is left over in a division problem. This showed me that they had been exposed to remainders in the past, but this was the extent of what they knew. I mentioned to my students that there are many uses for remainders and that we would be learning about them during the lesson. After preassessing my students background knowledge of remainders, I read A Remainder of One. The pictures of the arrays in the story with a lone Joe Bug in the back helped solidify the idea that a remainder is a leftover or extra amount that cannot complete a whole other row in an array. We also wrote and solved a division sentence for each story scenario. It was not until I wrote the first problem that some of my students said, Oh yeah, we talked about this in 3rd grade. I was glad that the visual reminded them of dividing with remainders; however, this showed me that they were not used to remainders in context. I was glad that I used a story to introduce remainders using a story, so my students could tether the computation to a meaningful context. Although the story was useful for introducing remainders, I was concerned that it would create a misconception for my students that a remainder could only be 1. Therefore, as part of the activity, I asked students to work with their groups to identify formations that would result in Joe not being the only bug left out, or in other words, identify formations with a remainder of more than 1. My students were able to use their manipulatives, drawings, and background knowledge to identify formations such as 25 7 = 3 R 4, 25 9 = 2 R 7, and 25 10 = 2 R 5. This activity showed me that many of many students

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

understood that you can have a remainder of more than 1 as long as it is not larger than the divisor, and also provided a good example for other students who may have been confused by the remainder of 1. Once we finished discussing the story, we moved onto using EnVisions lesson 83 to practice remainder computation. During instruction and guided practice, I used both pictures and division sentences to show how to connect the concrete representation with the traditional representation of the problems. This helped to create a bridge for my students. During practice, some students continued to use manipulatives and drawings to solve the problem before writing the accompanying division sentence. Other students used only the traditional method. I encouraged students to use whatever methods they were most comfortable with. I did notice during guided and independent practice that many of my students were having particular trouble determining the whole number part of the quotient. I tried several ways to explain this. For example, if our problem was 45 7 = ____, I would ask how many 7s are in 45, what number times 7 is close to 45 without going over, etc. I also helped my students learn what to do if they went over the dividend. Some students seemed most comfortable with the guess and check method. I am fine with this method because over time, they identify for themselves how to determine what number to start with. As I walked around to observe my students during independent practice, I noticed that there was a wide range of abilities in computing with remainders. I decided that I would continue to review after lunch; however, since it was Wednesday, I also had to have the Math Superstars help session. This help session took longer than expected since there were several particularly tricky questions. I did not get the chance to continue reviewing. I also did not get the chance to cover interpreting remainders in story problems and life situations. I believe that planning this as part of todays lesson was unrealistic anyway, so I will need to find time to include this once students have a handle on computing with remainders. Fortunately, long division will provide plenty of opportunities to discuss remainders and how to interpret them. I will be sure to include this skill throughout my instruction next week. I would continue on and do another lesson on remainders; however, I need give my students an assessment of their skills and understanding so far before the end of the week, and since Veterans Day made this a short school week, I had run out of time. I decided; however, to not include remainders as part of the assessment, since I did not believe that my students had had enough time to work with them. In addition, without knowing how they performed on their homework until the day of the test, I would also not have time to reteach the skill to those who needed it. I will, therefore, include remainders as part of next weeks cumulative assessment. I did end the lesson with the video A Room with a Choo! because it is an entertaining example of how remainders can be used to solve problems and will provide my students with a common background knowledge for when we have time to discuss this concept further. Several things went well during todays lesson. First of all, the story created a meaningful context for remainders. It also appealed to visual and auditory learners. Using manipulatives was also helpful for the tactile learners and those who needed a more concrete representation of remainders. Allowing for many methods of solving the problems was good because it was clear to me that my students were all on varying levels of understanding. Rewording how to determine the whole number quotient was also

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

useful because it made it more likely that more students understood what to do. I also think the mid-lesson decision to focus mainly on the computation was important since my experience trying to teach too much at one time during the divisibility lesson taught me that this does not work out well. When I try to cover too much, my students end up understanding none of it, rather than just less when I cover less. Finally, although I chose to focus on computation, showing the video was good because it provide my students with background knowledge for later in the unit. It was also entertaining, and my students seemed to really enjoy it. There are also several things that I would change if I were to do this lesson again. First of all, I would not plan interpreting remainders as part of the same lesson, but rather, I would make it a lesson all on its own. It is far too large of a concept to try to teach together with another. In fact, interpreting remainders in and of itself may be too much to teach all at one time. I think the best way to cover this will be to weave it into other lessons as we work with word problems involving remainders. I will plan on doing this throughout the remainder of my unit. Considering this change, I would provide more in depth instruction on computation as well as a list of steps and perhaps a trick for remembering them. I would also teach how to check answers with remainders by multiplying the quotient and divisor and adding the remainder to the product to check if it is the same as the dividend. I think that this skill will be especially useful for some of my students who work too quickly and make careless mistakes.

Erica Sigley

Salem College Student Teaching Candidate Division Dividing by 1-digit divisors using estimation

Fall 2011

GRADE/CLASS: 4th Grade SUBJECT AREA(S): UNIT TOPIC: Division DAY: 6 (one day)

Mathematics

Desired learning outcome(s): Students will use rounding and compatible numbers to estimate quotients. Students will demonstrate their understanding by determining the weight of various objects on the moon and mars since they have less gravity than Earth. Essential question(s) from learning objective: How can you use rounding and compatible numbers to estimate quotients? NCSCOS goal and objective(s): 4th Grade Mathematics Competency Goal 1: with non-negative rational numbers. 1.02 c. d. e. The learner will read, write, model, and compute

Develop fluency with multiplication and division: Strategies for multiplying and dividing numbers. Estimation of products and quotients in appropriate situations. Relationships between operations.

Integration: Although the Solar System and gravitational pull of various planets and the moon is not a part of the 4th grade standard course of study, students have studied these through the Moon Phases unit and their Teacher Directed Reading at different points in the school year. Therefore, I am integrating Science into this lesson plan by asking students to determine weights on Earth, the moon, and Mars. Learner prior knowledge/ learner background experiences: Students should have background in dividing simple numbers without remainders and should know their basic division facts. They should also be able to round numbers in order to estimate. Materials and resources needed:
Envision Math textbooks and website ActivBoard Pictures of the Earth, Moon, and Mars (students will be using pictures from their reading books) Blank paper Markers, colored pencils, or crayons A list of objects and their weights on Earth Practice or Reteach 8-2 from EnVision (links provided in lesson)

Teaching strategies

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

anticipatory strategies (background knowledge) To begin my lesson, I will place a couple multi-digit by one (or two if the divisor is 10) digit division problem on the active board. For example, I may write 29710 and 718 9. I will ask my students to work in groups to estimate the quotient. I will be asking them to do this without prior instruction in order to see what strategies they develop. I will remind them that I am looking for an estimate, not an exact answer. Hopefully, this will prompt them to round to make the division easier. Once students have had about 5 10 minutes to work together on this, we will come back together as a class and discuss our strategies. I will ask questions such as How did you make these numbers easier to work with? Did you round to make it easier? Did the original dividend remind you of another more familiar number you could divide? How did you change the dividend to look more familiar? Etc. At this point, we will choose a strategy as a class and solve the problems on the board. developmental strategies During developmental strategies, I will provide my students with guided and independent practice. I will be using EnVision topic 8-2 textbook pages 166 and 167 to accomplish this. I will project this on the activboard using the desktop annotate feature of ActiveInspire so that we can work directly on the pages. I will begin by providing direct instruction and modeling for the first couple of Guided Practice problems. As I model, I will think aloud to demonstrate the process of solving the problem. Once I have done this, I will ask for student volunteers to help me solve the other problems. If students are having difficulty answering the question, I will have another student help them. We will discuss the answers, strategies, and possible errors as a class. Since this lesson deals with estimation, I will emphasize that there may be several different ways to estimate a quotient. I will also choose a few problems from Problem Solving to work on with the class. I will model word problem solving strategies and judging reasonableness. During the problem solving portion, I will ask my students to think, pair, share to come up with some strategies. We will discuss the various strategies and the reasoning behind them at length. I will pair my ESL and struggling learners with average or advanced learners to help them translate word problems into mathematical sentences (process differentiation for ESL and struggling learners). Once I feel like my students are ready for independent practice, I will ask them to work on Independent Practice and Problem Solving in their textbooks. During this time, I will be circling the room taking anecdotal notes about student understanding and participation. I will also be providing assistance as needed. Again, I will be helping my struggling and ESL students to create mathematical sentences from the word problems. If some of my students finish early, I will ask them to choose a few problems and try a different strategy to estimate the quotient. They will then compare the two answers and use a calculator to judge which method produced the better estimate (process differentiation for advanced learners). concluding strategies During concluding strategies, students will demonstrate their understanding by discovering the weights of various objects on the moon and on Mars. The weight of an object on the moon is about a 6th of its weight on Earth, so students will be dividing by 6 to find this weight. The weight of an object on Mars is about a third of its weight on Earth, so students will be dividing by 3. I will provide students with a list of weights for various objects on the board, for example

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

(see attachment). This list will also have pictures to help activate background knowledge. Students will use what they know about the different weights to figure out what each of these objects weighs on the moon or Mars. I will hand students blank paper, and they will use pictures from a section on the planets in their reading book to draw a picture for each planet. They will then write the weights of each object on Earth next to the Earth on their paper. Next, they will determine the weights of the objects on Mars and the moon. They will then write a division sentence for each weight. Students will then explain how they found each weight on the back of the paper. Students who finish quickly will use another strategy to determine the weights and compare them to see which strategy produces a closer estimate (product/process differentiation for advanced learners). Students who demonstrated difficulty during guided and independent practice will work with me to complete this assignment. I will model a few examples for each student and have them write them down on their papers. Next, I will walk them through one of the problems as they solve it on the paper, providing assistance as needed. Finally, I will observe my students figuring out the last one or two weights independently (process differentiation for struggling/ESL learners). We will close the lesson by briefly discussing what we found interesting. We will also complete the reflection activity. For homework, my students will be completing practice 8-2 Estimating Quotients from EnVision http://www.pearsonsuccessnet.com/snpapp/iText/products/0-328-302619/data/pdfs/nt4_08_39.pdf . Assessment Anticipatory Strategies: During anticipatory strategies, I will be informally assessing the strategies each group uses to solve the introductory problems. I will be using these to guide my questioning as we attempt to solve the problem as a whole class. Developmental Strategies: During guided practice, I will be informally assessing my students understanding and ability to solve the problems to determine how much instruction I will need to do. I will also be assessing to see who may need extra help during independent practice. During independent practice, I will be circling around the room completing a checklist to determine my students understanding. On the checklist, students will be rated by got it, almost there, and needs help. This will help me determine who will need to be in my intervention group for the concluding activity. Concluding Strategies: I will be assessing my students final products for their ability to choose an appropriate strategy to estimate the different weights as well as their ability to explain why they chose that strategy. Wrap-up/Reflection: During wrap-up and reflection, I will be assessing my students ability recognize real-life applications for estimating quotients. EC accommodations/modifications to strategies or assessments (refer to IEPs or 504 plans) The accommodations and modifications for my students with IEPs and 504 plans consist of preferential seating, extended time, and read-alouds on tests and assignments. As I circle the room to provide assistance, I provide read alouds to those that require it.

Wrap-up and reflection by the students As a reflection, students will write in their math notebooks about a situation when estimation

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

with division would be helpful and why. Resources Pearson Education Inc. (2010). enVision Math North Carolina: 4th Grade Interactice Textbook: Teachers Edition. Retrieved from www.kz.com

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Bicycle 33 pounds
pounds

Greater Swiss Mountain Dog 132

Bulldog 53 pounds pounds

Pumpkin 18

Chimpanzee 87 pounds pounds

Miniature Pony 92

Ostrich 293 pounds 496 pounds

Hammerhead Shark

Lion 518 pounds

To find the objects weight on Mars, divide its weight on Earth by 3.

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

To find the objects weight on the moon, divide its weight on Earth by 6.

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Student Work Samples and Assessment Ms Work Samples Division Sentences Minilesson and Beginning of Notes

Math Notebook

Erica Sigley Mars and Moon Activity

Salem College Student Teaching Candidate

Fall 2011

Homework

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Notes and Assessment During the minilesson, I noticed that M was smiling the whole time students were typing in the problems as if she had a secret. This generally means that she knows what I am trying to teach the class, so I could tell that she understood why division problems do not work with the commutative property like multiplication problems do. Although, M did not take complete notes during the minilesson, I have learned how to read her disposition. When she seems happy and excited, she is confident in her understanding of the problem or concept. This is how she was acting. She is quiet and hesitant when she does not understand, which describes how she acted during the rest of this lesson. M, rarely offered her answers during practice today unless I helped coach her through it. Ms notes and work during guided practice show that she tried to change the problems; however, her changes do not really make the problems easier to work with. Some of them are easier, but they do not really use compatible numbers. This shows that M is unsure of what to do or is unsure of what is being asked by this lesson. Ms moon and Mars activity also only shows answers and no work. I cannot tell from her response what strategy she was using to

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

estimate. Although M often seems to understand the concept, a lack of complete work is a frequent problem that I have with her. I will continue to encourage her to show all of her work. I learned little from Ms homework as well. She may have used an estimation strategy to solve her problems; however, it is also entirely possible that she solved each problem completely and simply estimated the answer by writing a close number. It is difficult for me to assess Ms understanding and strategy without seeing her work. Cs Work Samples Mini-Lesson

Math Notebook

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Mars and Moon Activity

Erica Sigley Homework

Salem College Student Teaching Candidate

Fall 2011

Notes and Assessment C seemed to understand todays lesson very well. I think he enjoyed being able to change problems to suit his strengths. He kept up with the lesson, took very good notes, and participated often. I did todays minilesson for students like C. He is one of the ones who has made mistakes writing division sentences in the past. He did well during the minilesson, and I even heard him say oh wow when we got the two different answers for 24 8 and 8 24. This showed me that the lesson made an impression and that hopefully he will remember to write the division sentences the way he means to. I did notice one mistake on his homework, but the rest of his division sentences were written correctly, so this is much better. As I mentioned, C participated often during the lesson. He volunteered his answers and came up with alternate strategies and estimations. He did much more than what was asked for the Mars and moon estimation activity which tells me that he was enjoying the activity. I was excited to see how engaged he was and how well he understood the lesson. Cs homework confirms my assessment that he has mastered todays concept. His answers show a combination of strategies including using compatible numbers, rounding, and divisibility rules. He did not solve the problems; however, my emphasis for the lesson was changing the dividend to make it easier to divide, and he did just that. I am very proud of Cs performance during this lesson.

Erica Sigley Bs Work Samples Minilesson

Salem College Student Teaching Candidate

Fall 2011

Math Notebook

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Moon and Mars Activity

Erica Sigley Homework

Salem College Student Teaching Candidate

Fall 2011

Notes and Assessment B had a difficult time with the beginning of this lesson but improved toward the end. As with most concepts that are not straightforward computation, B had trouble with the language. I had to explain the purpose if estimation and what a compatible number is. I had to explain that we use multiplication facts based off of the divisor to help us solve the problem. There were no clear rules that B could simply follow. During guided and independent practice, I worked with her and another Karenni student to model how we choose compatible numbers. I did not use this terminology, however. I simply emphasized that we change numbers to make them easier to divide, and an example Then I had B show me another example. She seemed to catch on, and the rest of her work demonstrates this as well. B did well with the Mars and Moon activity. She kept up with the examples, but unfortunately, she chose to solve the problem using the pumpkin

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

which actually did not require estimation to solve. Fortunately, I could tell from her homework that she understood how to change problems to make them easier to solve. While she did not always use compatible numbers, her rounding strategy was very efficient. I can comfortably say that B understands how to estimate when she understands that she is supposed to. She does still have problems knowing when a problem calls for it. Reflection by the teacher This lesson started out pretty well. I began with another mini-lesson because of my assessment of my students mid-unit division tests. I noticed while grading them that some of my students are still writing what is intended to be 24 8 = 3 as 8 24 = 3. I began by writing both of these problems on the board and asked my students if they were the same thing. Most of my students said yes, so I handed each of them a calculator and asked them to type both problems in and write the answers on their paper. When they noticed that 8 24 gave them a decimal answer, they were very confused. I asked them why they thought this happened, and some of my students were able to explain that we were trying to break 8 up into more groups that it could fit into, so we would have to break apart the 8s. This was a good explanation that showed me that my students were beginning to understand. I also drew a picture for my students for each problem to help provide a visual explanation. This worked very well, and I hope to not see division problems written incorrectly in the future. When we were finished with this mini intervention lesson, we moved on to estimation. I put two problems on the board for my students to solve. I asked them to try to make it easier for them to solve by changing some of the numbers. One of the problems could be changed by rounding. The other needed compatible numbers to create an easier problem. Students did very well with the rounding problem; however, the majority of todays lesson was about compatible numbers since we were trying to estimate numbers that would divide evenly without remainders. Compatible numbers are much less familiar for my students and they seemed very confused by this concept. When I told my students that we use the divisor to help us think of a multiplication fact that looks similar to the dividend to help us decide how to change the number, they were in disbelief. They didnt believe that this should be allowed and that somehow, it was cheating to change the numbers just to make them easier to work with without having to follow straightforward rounding rules. I explained that in estimation, we are just trying to get a close answer and that changing the numbers a bit to make the computation easier is completely allowed. It was kind of funny that many students didnt trust what I was telling them. We were able to struggle through it together, but it was clear to me that my students needed a great deal of guidance and coaching to make their estimation decisions. I had planned on having my students do some independent practice after lunch; however, many of them were still very confused so we completed the practice together as a group. Rather than solve the entire problem, I noticed that my students were having trouble deciding how to change the dividend and rewrite the problem, so we focused on this skill during practice. I really wanted to do the weights on different planets activity with my students but they still werent prepared to do this on their own, so we did this together as well. I modeled how to find the weight of a bicycle on mars and the moon using estimation, and then we

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

found the weights of the greater swiss mountain dog together as a group. Finally, I asked my students to choose another item on the list and estimate its weight on mars and the moon. They seemed to do fairly well with this activity; however, they still received help from me as well as their groups. Many of my students got different answers for the same problems; and I used this to teach my students that it is okay to have different estimates. We put a few of the different estimates on the board and discussed which ones were closest to the exact answer and whether or not it was okay to have different answers. Most of my students agreed that different estimates were allowed. I would have like to do more with this activity, because my students really seemed interested in finding out the different weights. This is definitely an activity I would do again. To do this though, I will need to figure out how to help my students better understand compatible numbers first. I was curious to see how homework would turn out. Before we ended math, I had my students give me a thumbs-up/thumbs-down indication of how they felt about estimation, and I had a mixed review. Some students seemed excited that I was allowing them to change the dividends to make them easier to work with. Others still seemed confused, even leery of the concept. As I had expected, I got many different answers for homework. Some students only wrote their estimated quotients. Others only wrote the rewritten division sentence, and still others solved the problem completely either with a remainder or decimals. Since most of my students seemed confused when they left that day, I decided to assign my students a participation grade for their homework rather than grade based on correctness. I will use my observations of their work and this lesson to include estimation throughout future lessons. Unfortunately, we cannot spend another day on compatible numbers; however, this is a skill that is easily incorporated into future lessons. If I were to do this lesson again, I would anticipate the confusion that compatible numbers would cause. I would spend more time discussing how finding compatible numbers is different from rounding. I would also spend more time working with real-life contextual problems. While I think the planets activity is fun and educational, real everyday problems will help students with estimation because they will see how it can be applied. I also think I would like to find some ways that students already estimate and use compatible numbers to help build their confidence. I believe they estimate often without being aware of it. Finally, as usual, I need to work on managing my time during the lesson.

Erica Sigley

Salem College Student Teaching Candidate Division Strategies: Long Division and Money Math

Fall 2011

GRADE/CLASS: 4th grade UNIT TOPIC: Division

SUBJECT AREA(S): Mathematics DAY: 8 (one day)

Desired learning outcome(s): During this lesson, students will use play money to model borrowing in long division. Students background knowledge of money will help them to understand the purpose of borrowing by connecting it with place value. Essential question(s) from learning objective: Why do you have to borrow when you divide? How does money help you understand this concept? NCSCOS goal and objective(s) assessed: 4th Grade Mathematics Competency Goal 1: The learner will read, write, model, and compute with non-negative rational numbers. 1.02 Develop fluency with multiplication and division: a. Strategies for multiplying and dividing numbers. b. Estimation of products and quotients in appropriate situations. c. Relationships between operations. NCSCOS goal and objective(s) addressed: 4th Grade Social Studies Competency Goal 6: The learner will evaluate how North Carolinians apply basic economic principles within the community, state, and nation. 6.05 Recognize that money can be used for spending, saving, and paying taxes Learner prior knowledge/ learner background experiences: Since I will be beginning with simple division problems first, students should know their basic facts. These will help them to draw the connection between money math and division more quickly. Students should also be familiar with money math concepts such as a $10 bill can be broken into 10 $1 bills. Materials and resources needed:
Play money ($10 bills and $1 bills) Activ Board Student notebooks Problems involving money math from Envision 8-4

Teaching strategies anticipatory strategies (background knowledge)

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

I will begin anticipatory strategies by handing each group of students an amount of money easily divisible by 5 since each of my groups has five students in it. The money will be in tens and ones. I will ask students to divide the money evenly between all members in the group. Students will soon realize that they are unable to break a $10 bill into 5 parts and will need to trade it in for $1s. I will inform my students that they may send one of their group members to me the bank to exchange their money. I will give them what they ask for, and they will try to divide up the money again. Once all groups have distributed the money equally, we will come back together as a whole group and discuss what we just did. I will ask questions such as Were you able to divide the money I gave you evenly among your group members? Did you run into any problems? How did you solve your problem? How much money does each of your group members have now? Once we have finished talking about these, I will write the appropriate division sentence on the board for the operation my students just performed. I will model and think aloud for my students as I solve the problem. I will ask questions of my students. For example, if the problem is 25 5, I will ask if 2 is divisible by 5, and when students say that it is not, I will ask them what we need to do next. I will emphasize that 2 is not 2, but rather 20, and that in borrowing, we are working with place value. Once I have modeled this problem, I will ask my students to compare and contrast the division problem with the money math activity. I will ask questions such as How are the two problems similar? Were you dividing when you figured out how much money each group member should have? How does looking at 25 rather than just the 2 compare to how you worked with the money? Were the answers/quotients the same for each task? developmental strategies During developmental strategies, students will continue to work with the money to practice a number of division problems in their groups. I will provide students with a number of division problems from EnVisions guided practice 8-5. I will be asking groups of students to form together to represent the divisor and practice dividing money between them. I will directly work with my students during this time to provide guided practice. I will also model after each sharing time how to write and solve the mathematical sentence using similar strategies. Once students are comfortable doing this, I will project a number of problems on the board for them to solve in small groups. They will practice borrowing and regrouping and recording their actions on the paper for each problem. They will also write the appropriate division sentence and show their work for each problem. I will be circling around helping groups as needed. I will work with my ESL students for a few minutes to ensure that they understand the base-ten system of American Money. I will model the problems a few times for them and then have them demonstrate their understanding to me by solving simple problems. If students continue to have difficulty with the money, I will switch them to using base-ten blocks which may be more familiar (process differentiation for ESL students). As I circle around the room, I will have each group do a performance assessment. To do this, I will hand them a problem and watch them use the money manipulative to solve it from start to finish. I will observe which students are

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

having a difficult time and put them in my reteach group during concluding strategies. concluding strategies During concluding strategies, students will be completing a graphic organizer to solve a word problem using money math division. Students will divide their papers in half and write at the top of the first column What I show with money and at the top of the second column What I write. Students will solve at least three division problems and record their answers on these sheets. Students who have difficulties will meet with me, and I will model how to complete the first problem. I will then provide assistance to students on the second problem, and finally, they will do the third problem independently (process differentiation for struggling learners). If my advanced learners finish quickly, I will ask them to write a math problem using the money and trade with another student who has also finished early. Students will continue to solve one anothers problems until class is finished (Process/product differentiation for advanced learners). Assessment (utilize a blend of traditional and performance assessments) Anticipatory strategies: During anticipatory strategies, I will be assessing my students ability to problem solve and realize that they need to trade in a 10 for ten 1s. I will also be assessing their ability to divide the money evenly among their group members. I will then assess my students ability to connect the activity with the division sentence I write on the board. I will assess my students background knowledge and ability to connect division and trading to the money model. I will use my students answers to questions to guide my instruction. Developmental Strategies: During developmental strategies, I will continue to assess my students abilities to connect the process of long division and trading to the money model. I will ask them to explain why they have to trade in $10s for $1s. I will ask them to connect this to place value and division. I will informally assess my students answers to my questions to determine how much direct instruction and modeling I need to provide. As students work in small groups or independently, I will be circling the room to determine who needs extra practice. I will provide assistance and plan on my reteach group for concluding strategies. Concluding Strategies: During concluding strategies, I will be assessing my students ability to model with money and write the appropriate division sentence to word problems. I will also assess their process for solving the problems; therefore, I will be requiring that students show me their work. Wrap-up and Reflection: During wrap-up and reflection, I will be assessing my students ability to explain the purpose of using money to model division. EC accommodations/modifications to strategies or assessments (refer to IEPs or 504 plans) The accommodations and modifications for my students with IEPs and 504 plans consist of preferential seating, extended time, and read-alouds on tests and assignments. As I circle the room to provide assistance, I provide read alouds to those that require it.

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Wrap-up and reflection by the students Students will answer the following question in their notebooks: Why is money a good model for showing the long division process? Resources Pearson Education Inc. (2010). enVision Math North Carolina: 4th Grade Interactice Textbook: Teachers Edition. Retrieved from www.kz.com

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Work Samples and Assessment

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

Ms Work Samples Math Notebook

Erica Sigley Homework

Salem College Student Teaching Candidate

Fall 2011

Notes and Assessment I am concerned about Ms ability to move on to long division. Although she did well during todays lesson, she is clearly still using repeated subtraction to solve her problems. Although this is effective, it will not be practical with larger numbers. Her strategy also does not clearly show that she is using base ten models to solve the problems. That being said, she did very well during the money sharing activity and was able to explain exactly why we had to break apart the tens into ones in order to divide them between the students. In fact, she was one of the first students in the class to ask if they could trade in the tens. If I can help M to use this thinking to try new strategies, we will make progress. As it is, I can see that she likes to use strategies that she knows work for her and is reluctant to try new ones. Although I know that M does very well in math, sometimes I wonder if she is not as confident in her own abilities. I would like to continue to build her confidence and breadth of skills. If I had the chance to continue working with her, I would ask her to show two ways to get each answer so that she would be required to try multiple methods. Although her homework is mostly correct, and she does draw the required models, you can see that she has also used repeated subtraction in the margins. I am happy that she showed both; however, it is still clear that she relied on the latter

Erica Sigley strategy. Cs Work Samples Math Notebook Notes are missing Homework

Salem College Student Teaching Candidate

Fall 2011

Notes and Assessment It was difficult for me to assess Cs understanding for this lesson. His notes page in his notebook is missing, and his homework does not show his ability to use models to connect to long division. He fully participated at his table while they were in task; however, is group was off task many times during the lesson. I had to ask them to stay

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

focused many times. I wonder if he was distracted during this lesson. We did additional activities that would require following along in a notebook, so I am not sure why it is not in its usual place. I did not hear from C much during the lesson, so I am not sure how much he understands. Although Cs answers on his homework are mostly correct, they do not show his ability to use models to solve them. We will continue to work on long division over the next few days, and we will use models as necessary, so I will try to assess C more thoroughly during this time. Bs Work Samples Math Notebook

Erica Sigley Homework

Salem College Student Teaching Candidate

Fall 2011

Notes and Assessment This was another lesson where B seemed to really catch on about half way through. She participated in the money activity with her group and did well, but I did not see that knowing look on her face until we started modeling the problems with base ten blocks with the etools as well. When we started to work with those, she seemed to have a much better understanding of breaking apart tens into ones to divide. The thoroughness of her notes shows this understanding as well. She was able to identify how many tens and ones we were working with, and she could accurately draw them in groups of tens or ones. It was difficult for me to assess Bs homework because she did not draw pictures to solve her problems. We generally do not deduct points if instructions are not followed exactly because we do not want language to cause our students to earn lower grades when their

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

work is correct; however, the purpose of this lesson was to connect the algorithm to base ten models, and I cannot see if she met that objective based off of her answers on her homework. She was also inconsistent with her ability to write division sentences when using a model as an example. Overall, I have an incomplete assessment of Bs understanding during this lesson. As with C, I will continue to gather more information as we move forward with long division. Reflection by the teacher Todays lesson was very interesting because it showed me how much background many of my students have in long division. Many of my students found dividing the money and breaking the $10 dollar bills into $1 dollar bills to be very helpful. They enjoyed trading the money and the base ten blocks to solve the problem and were able to express why we have to consider place value when working with long division. Other students thought the activity was tedious and said that it was harder than the traditional algorithm for long division. However, when I asked them to explain why in 36 6, for example, they have to look at the number as 36 ones rather than 3 tens and 6 ones, they were unable to explain it to me. This showed me that they had learned long division in the past but were probably only exposed to the algorithm and did not have the opportunity to develop their conceptual understanding. Although in the future, for practical purposes, my students will need to know how to use the algorithm fluently, I was glad that I used manipulatives and concrete materials to model and connect to long division to help develop these concepts. Understanding that place value is very important in long division will help my students to become better problem solvers rather than simply be able to follow steps. I began my lesson with dividing money as I had planned; however, instead of only using numbers divisible by 5 or problems that would result in no remainder, I used a mix of problems. I made sure that the problems would require my students to break apart the $10s into $1s. After each group got a chance to do this with their play money a few times, I pulled up the etools virtual base-ten money on EnVisions interactive textbook. I split the screen into two sections and modeled for my students step-by-step how the money is related to the long division algorithm. We did this a few times with the money and then did it with the base-ten block etools as well. Although I had planned to use base-ten blocks only as differentiation, I figured it wouldnt hurt to give all of my students multiple representations. This was a good idea because their homework for the evening uses base-ten blocks pictures, and using these in class ensured that they would be familiar with the representation. We began to run short on time before lunch, and I was unable to complete a quickcheck; however, I asked my students to give me a thumbs-up or thumbs-down for how they felt about the concept. Most of them seemed to feel pretty good about it. I was apprehensive at first about using this strategy; however, I have found that my students are incredibly honest about how confident they feel. Even the students who are shy about asking questions are unafraid to give me a thumbs-down if they are confused. Some students prefer to put their thumb sideways, but I generally understand this as them saying they want some extra help.

Erica Sigley

Salem College Student Teaching Candidate

Fall 2011

I had planned to have my students complete a graphic organizer after lunch with a number of problems where they would divide the paper into What I write and What I Draw. Unfortunately, we had a behavior problem after lunch with an individual student that needed to be addressed, so students worked together in their small groups to complete problems from their textbook. Although this was not the activity that I had planned, it was still beneficial, and I feel that it is always valuable when students have the opportunity to help one another. I have always believed that one of the best ways to learn a skill is to try and teach it, so this was still a good activity. The behavior problem was basically a noncompliant and oppositional student who required administration to be removed from the room. This is not the first time that this has happened with this student, and it is unfortunate that a single student can disrupt learning for the entire room. I am proud of my ability to adapt my lesson to prevent my students from losing valuable practice time while I took care of this issue. There are many things that went well in todays lesson. First of all, the tactile nature of the lesson was appropriate for many of my hands-on learners. In addition the use of money to illustrate breaking units down in division was a good way to connect the concept to daily life and activities that the students have probably done before. Using base ten blocks was also more familiar to some students, so switching to them midway through the lesson helped those who might have been struggling with using the money. Moving from the concrete to the abstract representation and working with them side by side was a successful in helping my students understand the algorithm and why it works. If I were to do this lesson again, I would include additional word problems that might help students make clearer connections. I would also have a more structured way to show the connections. I would have like to use the graphic organizer, and will definitely find a way to use it if I get to do this lesson again. I think it would have helped to make the connections even more explicit.