Logistics for TLC Team Planning
Name / School / Phone / Home EmailTamra Plaga / Manzanita
Niki Manning / Bella Vista
Michelle Nicolls / Bella Vista
Jody Sherriff / K-12 Alliance
Meeting date/time/location on teaching day: 9/26/08– 8:00-Bella Vista
299 east; just past Dry Creek Station, turn right on Old Alturas
1st Lesson / 2nd LessonSchool site / Bella Vista / Bella Vista
Teacher’s name / Niki (rm 24) / Michelle (rm 19)
Time frame / 9:00-10:00 / 11:00-12:00
Time of debrief / 10:00-11:00 / 1:00-2:00
Room for team to meet / Conference Room
Materials Needed for Lesson / Who is responsible?
Book: The Doorbell Rang
Unifix cubes / Tamra
Niki; Michelle
Who is typing the lesson and making copies for the team? Jody
Who is making the student data sheet and making copies? Jody (making the data sheet); Niki and Michelle making copies for their students
Who will invite the principal or other key site/district personnel? Niki & Michelle
Conceptual Flow
There is a relationship between multiplication and division.
Multiplication is repeated addition.
Division is repeated subtraction. (Division is the reverse of multiplication)
o Division means breaking things apart into equal groups.
o There is a pattern of steps in division.
o There are 3 common symbols used for dividing.
o Some things can be equally divided and some cannot.
TLC: Shasta #8
Planning: 9/19/08 Teaching: 9/26/08
Location: Bella Vista
Teaching Times: 9:00-10:00 (Niki) & 11:00-12:00 (Michelle)
Lesson Concept: In division some things can be divided equally and some can’t.
Standard(s):
Teacher Does Student Does Concept
Engage:Read the story, The Doorbell Rang.
Today we are going to explore the different ways a group of items can be split into how many equal groups.
Distribute baggies of cubes.
Take out 12 cubes; how many ways can you divide/sort these cubes into equal groups?
As students give answers,; write the division problem on the board showing the 3 different forms of division problems. (do not show the 3 forms of division; too confusing for students to track sorting the cubes into groups, then focus on three ways to show division). Just show the “normal” divison.
What did you notice about how I wrote your groupings?
Remind students that the quotient is the number of items in each group and the divisor is the number groups. (and the dividend is the original number; show where each are located in the division problem) / ESR: I did 2 groups with 6 in each group. 4 groups with 3; 3 groups with 4
ESR: One looks like division problem; one looks like a fraction; one goes in a straight line. / Some things can be divided equally or some can’t.
Explore:
Have students work in partners. With your partner how many different ways can you put 24 cubes into equal groups?
Call on students to share their ideas.
Make a T-Chart on the board on the board and record:
# groups # in each group
3 8
4 6
2 12
8 3
6 4
12 2
24 can be divided into 3 groups of 8 in each group; etc. for all the rest.
Now take 32 cubes and see how many ways you can divide it into equal groups.
Show the answers in the T-Chart. Now we are going to look at the way we can write these division problems. Write on the board the standard form 32 divided by 3 equals 8; then show the same for horizontal and then fractional.
Ask students if they can show ways to write the division problems for their different groupings of 32.
Now what would happen if we wanted to divide the 32 into 5 groups? Write the problem on the board .Do it with your blocks and let’s see what you get.
So you have 5 groups each with six in a group, but then there are 2 left over. So we say that 32 divided by 5 (meaning to make 5 equal groups), the answer is 6 (in each group) with a remainder of 2.
***The next part is for 4th grade: (5th grade, go down to the 4 stars)
So now let’s try the following: do it with the blocks and then write the division problem on your whiteboard.
67 divided by 8
59 divided by 7
57 divided by 4
65 divided by 9
Now let’s try a bigger number to divide by:
39 divided by 12
For 4th grade go next to the Explain
**** This next part is for 5th grade
Now you are going to work in groups of 4 and you will need to use all of your cubes.
Your first challenge is to divide 168 by 10 or take 168 cubes and make 10 equal groups to find out how many in each group. If you would like to use post-it notes to make numbers for your groups, you may.
What did you get for your answer:
Write the division problem on the board showing 168 divided by 10 with the answer 16 r.8
Who would like to explain how they arrived at that answer?
So when dividing numbers, which remember the number represents a quantity of something, sometimes they divide equally and sometimes they don’t, so that left over amount is called a remainder.
Now, let’s practice with some more numbers.
128 divided by 16 / 58 divided by 16
108 divided by 15 / 47 divided by 15
162 divided by 27 / 58 divided by 27
repeat the debriefing process as above. / ESR: 3 groups of 8; 4 groups of 6; 2 groups of 12; 8 groups of 3; 6 groups of 4; 12 groups of 2.
ESR: 2 groups of 16; 4 groups of 8; 16 groups of 2; 8 groups of 4.
ESR: I got 6 in each group but there are 2 left over, what do I do with them?
ESR: 67 divided by eight is 8 remainder 3
59 divided by 7 is 8 remainder 3
57 divided by 4 is 14 remainder 1
65 divided by 9 is 7 remainder 2
ESR: 39 divided by 12 is 3 remainder 3
Put cubes together, count out 168 cubes, use post-its to set up 10 groups. Place cubes equally in the 10 groups.
ESR: each group had 16, but then there were 8 left over.
ESR: We made 10 post-it groups and started putting the cubes into the groups. We started by putting 10 in each group first because we knew that 10x10 is one hundred. Then someone said 10x6 is 60, so we put six more into each group. But then we still had 8 left. / A number can be broken apart into equal groups in many different ways.
Some numbers can be broken into equal groups and some cannot.
Explain:
Now you will have an opportunity to do some division problems on your own. You may use the cubes if you would like.
For 5th grade, make the division problems at the bottom of the final assessment more simple; instead of 153 divided by 19, do 80 divided by 19. etc.) / Numbers can be divided in equal groups in different ways.
Some numbers can be divided into equal groups and some cannot.
Extend:
Name ______
4th Grade Dividing Numbers
Show the different ways that 28 can be divided into equal groups.
Groups Number in each group
Show the different ways that 27 can be divided into equal groups.
Groups Number in each group
Do the following division problems:
4)35 7)48
Name ______
5th Grade Dividing Numbers
Show the different ways that 36 can be divided into equal groups.
Groups Number in each group
Do the following division problems:
12)180 19)153 22)192