Wilson EDUC 353 Name:Ciara McGinley Target Grade Level: 3 Date: 12/13/13 Curriculum Topic:Math:Division Sharing

UbD Lesson Plan Template Stage 1: Desired Results

Established Goals: Common Core Standards for the Lesson: CC.3.OA.2 Interpret whole- number quotients of whole numbers e.g., interpret 56/ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. or e!ample, describe a conte!t in which a number of shares or a number of groups can be e!pressed as 56/ 8. 6." #$%&' (#hat are we learning today) model a di*ision problem to find out how many in each group. Understandings: Students will understand .. Students will understand the importance of multiplication and how it relates to division to check your answers. Students will understand that division is an operation by which you separate into equal groups or find the number of equal groups. Students will understand that equal groups means that there are the same number of items in each group. Students will understand that Division is the inverse of multiplication. Students will understand when you multiply you put equal groups together and when you divide you separate into equal groups. Students will understand that partitive division involves sharing or finding the size of equal groups. Students will understand that we separate or partition amounts into equal groups to find how many are in one group. Essential Question(s):

-What does equal mean? -Why is it important to share equally? -What is sharing? -When have you shared equally? -What is division? -How can we model a division problem to find how many objects are in each group? Students will know... - How to divide bigger numbers into smaller groups. -How to separate larger numbers into smaller equal groups. - How to multiply the answer and the number of groups to check themselves for the correct answer. -To remember that equal groups means that there are the same number of items in each group. -Partitive division involves sharing or finding the size of equal groups. We must separate or partition amounts into equal groups to find how many are in one group. -How to incorporate Key Vocabulary terms for division: -Divide: To separate into equal groups - Dividend: The number that is to be divided in a division problem. - Divisor: The number that divides the dividend. - Quotient: The number, not including the remainder, that results from division.

Students will be able to.. -Apply the knowledge learned in this lesson to put it towards solving division sharing problems. -Fully understand the concepts of sharing equally. -Students will be able to apply what has been learned to real life events.(ex. their classmate how as a whole there is 28 of them but their teacher has them sitting in equal groups.) -Convey acquired knowledge about division sharing by presenting their group responses from their Hershey Kiss challenge to the class.

Stage 2: Assessment Evidence

Performance Tasks: -Students will start off with a KWL chart and fill out the first column with what they already know about division from their own experiences and the lesson from the day before. -Students will than complete the second column as to what they would like to learn about sharing division before watching the brain pop video. -Students will then watch the brain pop video on division, focusing on making equal groups. While watching students will record in the third column what they learned in the video. -After filling out the the KWL chart students will perform a turn and talk and talk to their neighbors on what they know and learned about division sharing. -Students will observe the model problems performed by the teacher. -Teacher will have students come up to the board to solve problems using post it notes as objects and boxes as small groups. ex. Hector has 12 rocks from Onondaga Cave State Park. He puts an equal number of his rocks in each of 3 boxes. How many rocks are in each box? Students will draw three boxes and separate the 12 rocks equally into the 3 boxes. 12 3 = 4. -Students will complete worksheets as more example problems. -Students will split into groups and play a Hershey Kiss game. Students will have to solve division sharing problems with chocolate kisses. -Students will also present to the class their answers and have to explain how they got their answers.

Other Evidence: -As a pre-assessment the teacher will use a KWL chart to see what the students already know about division. -Students will have a turn and talk about what they know and learned about partitive division. -Class reading about caves on pg. 213 in students workbook on Standards practice book. -Model questions from workbook. -Worksheets -Entrance slip with division problems -Have students answer this question: Can you describe the last time you had to share something equally?

Stage 3: Learning Plan

Learning Activities: Teacher will call students into a large group, one table at a time. When all of the students are gathered on the rug the teacher will draw a KWL on the Smart board and will ask the students to fill in their own KWL Division chart worksheet Students will discuss with teacher what they know and what they want to know about division sharing. Students will than watch a Brain pop video on Division sharing that incorporate examples and academic language students will be using. (Recording information on their KWL) Teacher will have a poster made of academic language that relates to division sharing. Students will volunteer to take turn reading the definitions to the class. Teacher will then model the unlock problem on pg 21. Hector has 12 rocks from Onondaga Cave State Park. He puts an equal number of his rocks in each of 3 boxes. How many rocks are in each box? Students will draw three boxes and separate the 12 rocks equally into the 3 boxes. 12 3 = 4. Teacher will have a student come up to the board to model the question above with post it notes as a visual aid for students to understand. Students will use 12 post-its to represent the rocks from the Onondaga Cave. The teacher will draw three boxes on the board. The student will place one post it at a time in each box until all 12 post its are used. The teacher shows that there are 4 post its in each group representing the 4 rocks in each box. The teacher will than have students complete the Try This # 1-3 on pg 214 and the share and show on pg 215. if students miss exercises 2 and 3 they will complete the reteach 6.2. Teacher will walk around and observe students progress. Teacher will than go over the answers to the problems and then ask students * How is using counters to model division different from using counters to model multiplication? (ex response: when you divide, you separate into equal groups. When you multiply, you combine equal groups to get the total.) Students will then use counters to model how to divide equally. Teacher will remind students to separate one counter in each group until all counters are used. Students will be sent back to their seats according to table number.

 Ask students How can you model a division problem to find how many are in each group? As independent practice students will complete On your own # 5-9. While students are finishing up their independent practice the teacher will be setting up the math center with Hershey Kisses. After students independent work ask students How can you use the numbers you wrote in the tables to write a multiplication equation? pg 215. Each group of students at their tables will be given a post-it note with a sharing division question . (Pictures attached) Students will then be given ten minutes to solve the problem, pick a table leader, and then share with the class their answer. To help summarize the lesson the teacher will ask one student at each table (4 tables) to explain the answer from the Hershey Kisses group question they were given in front of the class. Each table will have a different division problem to explain. Students will than all be given equal amount of Hershey kisses to make things fair to each student. To end the lesson, teacher will complete the Learn section of the KWL chart. Ask students what new vocabulary they learned , what are new examples of division in real life? Have students fill in their own KWL chart. Students will be able to ask further questions. Students for homework assessment will have to complete pg. 216 # 10-13 on division sharing problem solving.

Resources

Itemized Attachments: - One KWL Chart Worksheet for each student (28 sheets) -Brainpop Video on Division -Smartboard -Elmo -Teachers example question -Hershey Kisses -Post- it notes -Worksheets for practice -Worksheets for homework

worksheet:

Resources: -Common Core Standards - Standards Practice Book (Provided by cooperating teacher) -Math Lesson is written by cooperating teacher Anthony Hilliard, P.S 7, Kingsbridge -New York State Education Department. (2012). Common Core Learning Standards: C&I: P-12: NYSED. C&I: Curriculum and Instruction. State Education Department. Retrieved March 5, 2012, from http://www.p12.nysed.gov/ciai/common_core_standards/ Wiggins, G., & McTighe, J. (2005). Understanding by Design, Expanded 2nd Edition (Expanded 2nd.). Alexandria, VA: Prentice Hall Self Reflection:

 I felt my math lesson on division sharing went well. There were definitely many strengths, as well as areas that I could have improved on. I felt that my objectives were were definitely clear but descriptive. The children seemed to master the objectives of partitive division well. I made sure I had goals that were achievable but provoked higher end thinking for some students. One aspect that I found I should have focused on more was assessing prior knowledge. Bianca did a good job pointing this out to me. In the beginning of the kesson I felt that students were on all different levels. Some students already master the concept of multiplication from the previous unit and some were having difficulty still. In division sharing the mastery of multiplication is important because it helps you check your work to make sure you are getting the correct answers. Most students with my lesson were not having trouble at all understanding taking bigger numbers and equally sharing them into smaller groups. With multiplication students can check their answers. Assessing prior knowledge is crucial and I felt my lesson lacked that. For next time I would review the concept of multiplication first for a few minutes and then start my lesson on division sharing. Also pre assessing student on basic division skills is important. I felt that the manipulatives kept the students engaged and interested. Some students found the Hershey kisses to be fun but didnt even realize they were learning something. The students were all focused at first but eventually seemed to get chatty and distracted. Next time I would try to keep them more engaged for longer by creating another activity with the manipulatives. One aspect of teaching that I need to work on, not only this lesson but every lesson, is my classroom management skills and my vision on the classroom. I found that when I focused on one student, I lost control of a few of the others. Its hard but crucial to always know what every single student is doing at all times. This mini lesson made me realize how important it is to know everything thats going on in the classroom at all times. Another aspect of teaching I need to work on is my speed of teaching. Bianca pointed out to me that she found at times I was speaking very fast and students were finding it hard to hear and understand what I was saying. Its hard to realize how fast we are speaking when we are teaching to a class. I have to remember to stop myself at times, take a breath and slow down. I felt that my manner with the students was professional. In the beginning I was nervous that the students were not going to understand my lesson. I felt a little uncomfortable and timid but after a few minutes and a few little hands raising with excitement I settled in. My voice was at a perfect volume for all the students to hear I just had trouble speaking at

an appropriate pace. Sometimes I found myself wanting to laugh and joke with them. It is hard to discipline the students when they are just being funny but I believe it will get easier with experience. The students seemed to be enjoying learning, as well as understanding what they were learning. Yes, I believe I achieved my objectives. Although many of my students were on different levels, overall all the students were able to master the concept of partitive division. I do believe the use of manipulatives such as the post- its and Hershey Kisses helped them stay engaged but also master the division. Before I began my lesson, I knew my students, so I knew how to react to their behavior. By observing and participating in the same classroom weekly, it is easier to be aware of the group of children I was teaching. I know my students mastered my objectives because of the KWL charts and the worksheets that were given out throughout the lesson and for homework assessment. The manipulative questions the students completed with little guidance from me. They seemed to enjoy working on the math. Preparing for my complete teaching episode was very important because I wanted to make sure that all my students would master partitive division. I sat down with my cooperating teaching and talked to him about what I would like to get out of this experience of being in his classroom. My cooperating teacher wanted me to do a lesson on division and focus in on partitive division of equal groups. When I knew what my lesson was on I planned a few math manipulatives such as the post-its, counters, and Hershey Kisses activities. I incorporated visuals of posters with definitions and a brain pop video. After writing and planning step by step my math lesson plan I brought it to my partner Bianca to perform a mini lesson study. I walked through my lesson and explained to her what lesson was about and how I was incorporating many different manipulatives and video to get student involved. Then I emailed my complete lesson plan to my cooperating teacher and we planned to teach the lesson the next time we visited the class. On December 3rd, I taught my lesson to 3-310. I feel my lesson went really well and my students really enjoyed learning math that day. After I taught my lesson our students had lunch so my cooperating teacher and Bianca had a chance to sit down and talk about my lesson and how it went. We talked about how it was very engaging and how the students got a lot out of this lesson. My cooperating teacher and my partner Bianca both said that all my objectives were achieved and how the students comprehended what they were learning. My cooperating teacher found it effective to use a KWL to record information about the lesson. He found the worksheets that I choose were effective for students and were a great assessment. A few things he wanted me to work on was being more stern with students. He says it is okay to be stern with them so they dont walk all over you. Also he felt that I said, like frequently so to try and not repeat words.

Identification of Your Learning: I felt teaching this math lesson to real children was a lot different than teaching a lesson to my peers. In both of our lessons, Bianca and I both had to adapt to different situations going on throughout the class. The more experience we have teaching lessons to a classroom of children the more ready we will be one day in our own classrooms. It is a lot different teaching 9 years olds, who just want to talk and joke around, compared to teaching twenty year olds. The part in my mini lesson that challenged me the most was definitely controlling the pace of the lesson. At times I felt I was speeding through the lesson while at other times I was focusing to much on one problem and slowing down the lesson. I have to learn to control how the speed of my presenting skills during a lesson to a class. I hope to work towards improving my presentation skills and management of the class. Knowledge of children, curriculum and pedagogy are connected. We as teachers need to know our students ares of strengths and weaknesses. Teachers need to be able to provide different adaptations to all lessons in order to insure that every student understands what is being taught. All students have different needs and as teachers we need to know how to adjust to those needs. Lesson planning needs to reflect the needs and abilities of each individual student. If a student does not understand what is being taught, the teacher needs to re teach the information using a different method. Teachers need to be able to quickly adjust to a student either struggling or accomplishing the objectives. Having to perform a complete teaching episode was really beneficial because it opened my eyes to many different aspects. I really enjoyed teaching the students. Teaching this lesson to a class full of children showed me my different areas of strengths, as well as weaknesses. This was not my first time teaching a lesson to a classroom of children. I know I have some things to work on but I am extremely satisfied with how my lesson went. There is always room for improvement and that is why I really appreciate feedback from my partners and cooperating teachers. Observation Partners Report (Strengths and weaknesses of lesson taught)

Ciaras Complete Teaching Episode was extremely well planned. In the beginning I could tell in her voice that she was nervous, but that quickly changed.Within a few minutes I could tell that Ciara suddenly felt comfortable. Ciara was very enthusiastic but professional. The main objectives of her lesson was to use Hershey kisses and post-its as manipulatives to help students master the concept of partitive division which is dividing large sums into smaller equal groups. The objective of the lesson was definitely met. The students seemed to not only master the concept, but enjoyed learning. The children took her seriously, got a little chatty but Ciara gained control of the class and had some fun. At one point during the lesson one student began to try to laugh and joke with Ciara. It was hard for Ciara to discipline the student. For future lessons Ciara could try to improve being relaxed but in control. Its sometimes hard for the students to look at us as their teacher. The third graders are very smart and cute that sometimes its hard to discipline the children but as we gain more and more experience it will become easier.

Some of Ciaras strengths was that she started off her lesson with strong higher order thinking questions that got students to think. She got students engaged in the lesson, and it was noticeable that students were enjoying the lesson. I found it effective that Ciara had math manipulatives for the students to answer problems using counters. Ciara wrapped up the lesson well because she asked students what have they learned today and went over the purpose of the lesson. Some things I thought Ciara should work on was try to not repeat the same questions again. Along with trying to use different teacher jargon and phrases to word questions. Throughout the lesson Ciara spoke at a great volume but spoke a little to fast for students to catch everything she was saying, she caught onto how fast her talking was so she slowed down. The lesson went so well and the students really enjoyed learning division. Learning positives and negatives through teaching is the only way a teacher is going to grow. The only negative concept of using the Hershey Kisses as a manipulatives is some of the children began arguing that others had more chocolate than others even though in the end they were all going to get the same amount. Ciara had one student who was struggling understanding the concept. She did a good job explaining the division in a different way. Instead of using a word problem for this student as an example she referenced the class and how as a whole there is 28 students but all 28 students do not all sit at one table. Their teacher divided the group equally in four groups of seven and to check that it totals 28 we just do simple multiplication. The manipulatives helped the student. In the younger grades, we as teachers need to be able to adapt to any situation. Ciara did a very good job adapting to the situation. She stayed calm and collected. Overall Ciaras lesson was very effective, enjoyable and the students mastered the objectives.