Title - The Doorbell Rang, Multiplication, Division

By - Renea Magnani
Primary Subject - Math
Secondary Subjects - Language rts
!rade Level - "-#
$ Step Lesson Plan- The Doorbell Rang %&ntroduction'
Lesson (itals)
*+ Topic o, Lesson) Math-Language rts
"+ .bjective) Students /ill demonstrate understanding o, multiplication-division
concepts+
#+ Materials) Teacher-The Doorbell Rang by Pat 0utchins, Literature 1otes ,or The
Doorbell Rang by 2ran3 Scha,,er Publications, &nc+ %must be purchased ,rom 2ran3
Sha,,er Publications - 42S-"5*6 Literature 1otes ,or The Doorbell Rang4 - /or3sheets
are included here', overhead copy o, 47oo3ie Math4 ,rom Literature 1otes, Bulletin
Board Pattern, magnetic manipulative to use on /hite board, dry erase pens and eraser+
Students - 4 Do8en 7oo3ies4 /or3sheet ,rom Literature 1otes, The Doorbell Rang
4Mini-Report4 /or3sheet ,rom Literature 1otes, pencil, ,elt s9uare+
:+ ;ey vocabulary) Division, multiplication, ,act ,amilies, and math sentence+
$+ !rade Level) "
Step *- nticipatory Set)
*+ 2ocus) Sho/ the cover o, the boo3 to students then discuss and predict /hat might
happen+ Tal3 about the author-illustrator+
"+ .bjective) <hile story is read to students they /ill /or3 /ith manipulates in order to
ma3e division and multiplication discoveries+ 2rom these discoveries students /ill be
prepared to /or3 /ith a partner to complete the /or3sheet 47oo3ie Math+4
#+ Trans,er ,rom previous lesson) Remind students o, last /ee3=s math center at /hich
they /or3ed /ith manipulatives to do multiplication-division /or3+
Step " - &nstruction)
*+ Model the s3ill) ,ter discussing the boo3 students /ill /atch as teacher demonstrates
the use o, manipulative on the board to create a picture and a math sentence to match+
"+ 7hec3 ,or understanding) s3 a ,e/ students ,or their ideas and allo/ time ,or
9uestions ,rom those /ho may have them+
Step # - !uided Practice
*+ ,ter above demonstration teacher /ill create a chart on the board as relates to 47oo3ie
Math4 so that students /ill later be able to complete their /or3sheets+
Step : - 7losure - Revie/)
*+ Revie/) Teacher discusses the concepts ,rom the boo3 and revie/s the chart on board
/ith the class+
Step $ - &ndependent Practice-
*+ Students are paired /ith a partner and each is provided /ith 47oo3ie Math4 /or3sheet+
Student=s /or3 to complete the /or3sheet accurately /hile teacher assists /hen needed+
<hen complete students may color their coo3ies /ith pencil i, they=d li3e+
>valuation) Teacher collects /or3sheets and revie/s ,or understanding+
Cindy Heinz
Diana Adams
Topic: Dividing by making equal shares.
Grade Level: 1st through 3rd grade.
Name of Activity: The Doorbell Rang
Materials Needed: 12 ookies !er grou! "!re#erably
$ra!!ed%
12 !a!er !lates !er grou! reording $orksheet & ut the #our
!roblems a!art"attahed% o!tional' The Doorbell Rang by (at
Huthins) *reen$illo$) 1+,-.
Description of Activity: *rou! the hildren by #ours. Read
the book The Doorbell Rings or tell the story "./ust $hen 0am
and 1itoria had determined their equal shares o# 2a3s #reshly
baked ookies) the doorbell rings. 2a invited t$o #riends to
share the ookies. 3That3s three eah)3 4gures 0am and 1itoria.
Then the doorbell rings again. As the senario ontinues) the
hildren realulate the number o# ookies the guests $ill
reeive as eah ne$ guest arrives) so the ookies are al$ays
shared equally.%. "1%
A#ter reading the story !ass out 12 ookies and t$o !a!er
!lates to eah grou!. *ive eah grou! the u!!er le#t hand
orner o# the $orksheet. Ask them to solve the !roblem' 5#
there are t$o hildren) ho$ $ould they share the ookies
equally6 A#ter the grou!s have 4nished dividing the ookies on
the !lates) ask them to reord their ans$er on the reording
sheet and then $hat ans$ers they #ound and to 7usti#y them.
Then !ass out t$o more !a!er !lates to eah grou! and the
orres!onding reording sheet. Re!eat the above !roedure.
Then re!eat the above !roedure a#ter !assing out t$o more
!a!er !lates "so eah grou! has a total o# si8 and then a total
o# 12 !a!er !lates.%
A#ter all #our !roblems have been solved and disussed) ask
the hildren to divide the ookies "i# they are $ra!!ed% equally
among their grou! and they may eat them.
DIVISION LESSON PLAN FOR THIRD GRADE

written by: Meredith Cannon S!rin" #$$%
"ra!hi&' editin" ( )or*attin" by: Dr+ ,eth M&C-..o&h Vin'on
S-b/e&t: .ne-digit Division
Grade: Third
I+ ,eha0iora. Ob/e&ti0e:
,ter a teacher-directed math lesson, Mrs+ 7annon?s third-grade math class /ill
represent division /ith physical materials, use division symbols, and divide using one-
digit divisors+ >ach student /ill divide candy into sets, /rite division algorithms, and
solve division problems /ith one-digit divisors+ >ach student /ill divide at an accuracy
rate o, at least 6@A+
II+ In'tr-&tiona. Method:
A+ Anti&i!atory Set:
*+ >Bplain to the children that today they /ill learn ho/ to divide+
"+ Read the boo3 The Doorbell Rang+
#+ Tell the children about the necessity o, division in everyday li,e, such as
coo3ing and sharing+
:+ Revie/ by using paper coo3ies to construct e9uivalent sets+
$+ Supply the ,ollo/ing de,initions to ensure understanding) Cdivision, D
Cdividend,D Cdivisor,D and C9uotient+D
,+ State*ent o) Ob/e&ti0e:
C,ter our lesson you /ill be able to divide coo3ies into sets, do division
problems using one-digit divisors, identi,y and use division symbols, and /rite
division number sentences+D
C+ In'tr-&tiona. In!-t:
*+ Revie/ s3ip counting by t/os, threes, ,ours, etc+
"+ Revie/ e9uivalent sets using paper coo3ies+
#+ Sho/ the children simple division problems using paper coo3ies+
:+ Ese the magnetic chal3board to display the de,initions o, Cdivision,D
Cdividend,D Cdivisor,D and C9uotient+D
D+ Mode.in"
*+ &llustrate ho/ to ma3e sets o, coo3ies and sho/ the parallel bet/een sets and
division+
"+ Esing the /hiteboard, share the ,ollo/ing problem /ith the class to illustrate
one-digit division+ CT/o girls /anted coo3ies ,or snac3 and there /ere eight
coo3ies le,t+ 0o/ many coo3ies can each girl getFD Demonstrate the problem
using the paper coo3ies and partitive division+
#+ Sho/ the symbolic representation o, the problem on the /hiteboard+%5G"H:'
E+ Che&1in" )or 2nder'tandin":
*+ ,ter sharing the problem as3 the students to ,igure out ho/ many coo3ies
each girl /ould get i, there /ere t/elve instead o, eight+
"+ s3 the students ,or their ans/ers and an eBplanation o, each ans/er+
F+ G-ided Pra&ti&e:
*+ Put the children in groups o, ,our and give each group #@ paper coo3ies+
"+ !ive them their o/n /hiteboards or placemats to use as division boards+
#+ !ive the children the ,ollo/ing problem and allo/ them to /or3 it out as the
teacher does on his-her /hiteboard+ CSusie and >li8abeth made coo3ies ,or
their ,riends+ There are t/enty-,our coo3ies and they /ant to give each o,
them ,our+ 0o/ many ,riends can they share their coo3ies /ithFD Tell the
children to raise a 9uiet hand /hen their group has completed the problem+
G+ Inde!endent Pra&ti&e:
*+ s3 the students to ma3e up three division problems o, their o/n+
"+ Be sure to tell them to /rite do/n all o, the problems they attempt to ans/er+
#+ .versee the children as they do this activity to see i, anyone needs help+
1. Strategies for Exceptional Children:
a+ 2or enrichment, increase the number o, coo3ies given to gi,ted
children and, during independent practice, give them a more di,,icult
problem to /or3+
b+ 2or remediation, allo/ the children to use larger objects to ans/er
simpler problems+
2. Activities which Value Cultural Diversity:
a+ llo/ the children /ho spea3 >nglish as a second language, to tell the
/ord ,or 4coo3ie4 and 4count out the coo3ies4, in their native
language+
b+ 7hildren ,rom other cultures /ill be allo/ed to bring several small
objects ,rom home that are related to their culture to use as an eBample
o, one-digit division+
. Activities which !oster Active "n#uiry$ Critical %hin&ing$ and
'ro(le) Solving:
a+ s3 the children to bring small objects ,rom home that they /ill be
able to use ,or the ,ollo/ing day?s division activities+ >Bamples) egg
cartons, buttons, pencils, etc+
b+ The class /ill also go to the ca,eteria ,or a small ,ield trip to see the
real-li,e application o, division+ They can Cintervie/D the lunchroom
sta,, about the /ay that they use division+ Epon returning to the
classroom, they /ill be given one or t/o division problems about
,ood+ %>B+ C&, /e made $@ chic3en ,ingers, have /e made enough ,or
eight students to get ten eachFD'
H+ C.o'-re and S-**ary:
*+ 7lose the day?s math lesson by allo/ing the children to relate their
o/n division problems and ans/ers to the other students+
"+ s3 the children to loo3 ,or related /ays to use division throughout
the day in the school building and /hen they get home, and have them
report their ,indings the ,ollo/ing day during math time+
III+ A''e''*ent Te&hni3-e':
The students in Mrs+ 7annon?s third-grade math class /ill do one-digit division
problems by ma3ing e9uivalent sets at an accuracy rate o, 6@A+
&t is necessary to determine /hether or not a child can construct e9uivalent sets,
s3ip count, subtract, and do simple multiplication problems, before the lesson is taught+
The teacher can 9ui8 the children on s3ip counting by having them s3ip count out loud
together, /hile he-she chec3s ,or understanding+ The teacher can give the children
various groups o, small objects to determine their ability to construct e9uivalent sets,
subtract, and complete simple multiplication problems+ The same sets can be used to
/or3 division problems+
IV+ Materia.'
"@@ paper coo3ies, /hiteboard, magnetic chal3board, 3ey /ord display pieces,
small /hiteboards or placemats %division boards', dry erase mar3ers, paper,
pencils+
Boo3s) 0utchins, P+ %*65I'+ %he Door(ell *ang. 1e/ Jor3) Scholastic+ %&SB1)@-
$6@-:**@6-5'
Lesson Plan &D) *#@#5
Tit.e:
A 2ath and 9anguage Arts lesson' 5ntrodution to Division
O0er0iew4Annotation:
The lesson $ill hel! students develo! an initial understanding o#
division and lari#y ho$ the #our o!erations o# addition)
subtration) multi!liation) and division relate to and are se!arate
#rom eah other. The lesson begins $ith a brainstorming
disussion $hih builds bakground and #osters om!rehension. A
big book) The Doorbell Rang, by (at Huthins) is used along $ith
mani!ulatives to !rovide instrution at onrete and !itorial
levels. 0tudents $ill demonstrate $hat they have learned by
$riting a short story inor!orating sim!le division.
Pri*ary Learnin"
Ob/e&ti0e5'6: 0tudents $ill develo! an initial understanding o# division and
state ho$ the #our o!erations o# addition) subtration)
multi!liation) and division relate to and are se!arate #rom eah
other.
Additiona. Learnin"
Ob/e&ti0e5'6:

A!!ro7i*ate D-ration o)
the Le''on:
I* to 6@ Minutes
Materia.' and E3-i!*ent:
Chart !a!er) magneti dry erase board) dry erase markers)
magneti ookies) The Doorbell Rang, by (at Huthins "big book%)
sissors and handout "see attahment% #or eah student
Te&hno.o"y Re'o-r&e'
Needed:

,a&1"ro-nd4Pre!aration:
2agneti ookies an be made by gluing magnets to the bak o#
real ookies or om!uter&generated ookies. (re!are an area $ith
large :oor s!ae $ith students seated in #ront o# an easel or
dis!lay #or hart !a!er) the big book and magneti $hite board.
0el#&stik notes must be a!!lied to division ans$ers throughout
the big book.
Pro&ed-re'4A&ti0itie': *+'0ave the students sit on the ,loor in ,ront o, an easel and
chart paper+ 7onduct a brainstorming session+ Tell the
students that /e learn ne/ concepts by ma3ing connections to
/hat /e already 3no/+ s3 the students i, they 3no/ /hat
division is+ <rite the students= comments on the chart+ The
teacher /ill utili8e 9uotation mar3s to highlight direct 9uotes+
4+++3ind o, li3e subtractionK the opposite o, multiplication+4
Mathematical notations as eBamples should be /ritten+
Mathematics-related vocabulary should be noted and /ritten
/ith emphasis since this chart /ill be posted ,or re,erence+
lso, ac3no/ledge multi-subject re,erences+ 4Math is a =thing=
%noun', yet it is something /e =do=%verb'+4
"+'2ollo/ing the class discussion, give each student the
handout %see attached' /ith t/elve chocolate chip coo3ies on
it+ Describe this as a coo3ie sheet+ Discuss that it is a natural
array, meaning that people usually arrange coo3ies in this
manner+ Relate the coo3ie array to multiplication+ s students
cut the paper coo3ies apart, remind them that division is
something they do /hen they share a snac3 /ith someone+
#+'The Doorbell Rang ,eatures a mother /ho has made a pan
o, coo3ies ,or t/o children+ >very time the doorbell rings and
more children arrive, the characters must ,igure out ho/
many coo3ies everyone /ill receive+ ,ter there are t/elve
children, the boo3 has a surprise ending /hen !randma
comes to visit bringing more coo3ies+ s the the big boo3 is
read, have the students divide their paper coo3ies ,ollo/ing
the story line+ ,ter students have determined ho/ many
coo3ies each child /ill have, the teacher removes the stic3y
note to reveal the correct ans/er+ 0e-she also divides the
magnetic coo3ies and /rites the division sentence on the
/hiteboard+
:+'0ave the students /rite a short story similar to The
Doorbell Rang+ 0ave them incorporate at least # division
problems in the story+ ,ter the students have completed their
stories, let them choose a partner to help them act out the
story+ Ma3e sure the students /rite the division sentences at
the bottom o, the story+ 7ollect the stories ,or a grade+
Atta&h*ent': 7oo3ies
A''e''*ent Strate"ie':
The teaher $ill observe) listen) and reord student res!onses
during the brainstorming session. ;bservation o# mani!ulatives
and res!onses during the initial reading ativity $ill indiate
om!rehension.
E7ten'ion:
The Doorbell Rang) Again<< A#ter students beome !ro4ient $ith
the mani!ulatives) the lesson an be revisited to teah re!eated
subtration. As an evaluation) the students $ill $rite .5 kno$. and
.5 learned. statements on !a!er) along $ith a statement to
e8!lain $hen they might use this method.