Given division problems within 20 and a checklist, students will solve the 5/5 problems using the quotients strategy with 100% accuracy.
Student will be in the classroom working in a small group for 20 minutes each day (5) for 4 weeks.
Instructional Materials, Community Resources, and Technology:
11:08- 11:13 am
11:43- 11:48 am
APK: “what do we look for when we divide? Discuss with your neighbor.” Provide wait time. “Today, we will be learning about how to sequence in a division problem to find the quotient. Sequencing are steps you take to solve a problem. Today, you will be grouping using manipulatives to find the quotient.” Communicating the LT is above.
Teacher will define sequence. Teacher will model the activity for the students while monitoring student behavior and noise level.
T. writes 5÷15 on the board. T. asks, “what does this problem say?” Provide wait time. T. points and explains that we need to find how many times 5 goes into 15. “When you divide, you start with a big group and make equal-sized smaller groups.” T. writes 15 lines on the board. T. will break lines up into smaller groups and counts 1-5. T. circles one group of 5 lines. T. models a checklist as well checking off if the answer is correct or not. T. models again using counters. After, students do with teacher for 2÷8. Ss will work together in partners on a worksheet with 5 problems using counters, ranging within 20 and using the checklist. Ss will work independently on 2÷10 and answer questions (exit ticket). 1) what does the problem say?, 2) how many in each group, 3) make the groups and write how many groups over the last digit in 10 and 4) read the problem, answer, and use checklist
Call for classes attention. “what strategy can we use to solve division problems? Turn to the person next to you and discuss.” Provide wait time. “what do we look for with division?” T. will call on one student to answer the question during class discussion. Ss will review LT and do a thumb check if they think they met the LT. “The exit ticket are the questions you answered for 2÷10.”
Listen to the questions and participate in classroom discussion.
Listen to the definition and watch the modeling. Keep voice level to a minimum while monitoring own behavior. Ss eyes will be tracking and voices will be off when someone is speaking.
Listen and follow the T. attentively, participating in the discussion. Teacher will model grouping. Pairs formed by Ss choosing, need to be in pairs to be successful. Use counters for visual. Remind students of behavior expectations.
Complete the questions and hand in as an exit ticket. Participate in the discussion by turn and talk.