MTH 222-01 & -02 Fall 2015

Name: Stephanie Witherspoon

Tutoring - Lesson Plan II

Mathematical Topic Being Explored:
Concept of Division
Student Mathematical Learning Goal:
(One specific, narrowly-focused goal is needed. The goal needs to come from the Student Learning
Goals for Tutoring handouts and include the following: mathematical content area, specific type of word
problems or problem situations that will be explored (ex: measurement division), the size of the
numbers involved in the problems and activities, and the type(s) of strategy the child will be encouraged
to use.)

I can represent and solve division word problems with physical materials or pictures (not
arrays) to show that groups of equal quantities are being formed when the problems are
partitive or measurement division word problems corresponding to x (6-9) = (6-9)
CCSSM Content Standards Addressed by the Learning Goal:
(List one specific mathematical content standard by its identification number and write the complete
standard in words.)

3.OA.A.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. For
example, describe a context in which a number of shares or a number of groups can be
expressed as 56 8.
Justification for Learning Goal:
What specifically did the child say or do during the previous session that suggests this is
an appropriate goal for her/him at this time? (A thoughtful, detailed, 3-4 sentence explanation
that talks about specific things from the previous session is expected here.)

The student did not have any difficulty with the size of the numbers used during the first
tutoring session. When he did word problems he did not consider the amount of groups or the
amount per group because he would automatically write down an equation and solve the
problem. However, during the activity that involved the matching of word phrase and the
pictures he would read a problem like twenty-one divided into three groups he would look for
a picture that had three dots in the circles. In the activity that had him roll the dice and then
fill in the worksheet with the phrase and then draw picture, he would try to speed through
filling it in and when for example when the phrase said forty-four items with two in each group
he drew two circles instead of putting two dots in each circle. He seemed to understand how
to fix it when we discussed it and when I expressively read the ___in each group. I think it is
important for him to make sure he is paying attention to what the question is asking by
focusing on the same learning goal this week, just moving to more challenging number facts.
Materials Needed:
Revised 9-23-15 (NKM)

MTH 222-01 & -02 Fall 2015

Tutoring - Lesson Plan II

(List all materials you will need for the activities in the lesson.)

Activity 1:
Divide and Ride, written by Stuart J. Murphy
Word Problems
Activity 2:

Worksheet
Cards (6-9)

Activity 3:

Problem Cards
Template

Lesson
(All activities need to focus on helping the child develop and/or extend her/his conceptual understanding
of the mathematical topic by engaging the child in reasoning and problem solving. Activities may not
involve numeric equations for multiplication or division.)

Activity 1 Actively Exploring Mathematics Through Word Problems & Childs

Literature

Activity Description
(This activity needs to have its primary focus be on word problems based on one piece of
childrens literature. All word problems need to help the child understand what the
mathematical concept being explored means. The activity may be a game or other handson activity.)

The student and the tutor will read the story together. The tutor will give the student
the choice of either the tutor reading, the student reading or trading on and off.
After the story is read the tutor and student will discuss any observations, questions
or comments that come up and then move into the word problems generated based
on the book.

Piece of Childrens Literature

(Provide the title, author, and illustrator of the piece of childrens literature that will be used in
the activity.)

Divide and Ride, written by Stuart J. Murphy and illustrated by George Ulrich

Word Problems
(Provide a minimum of five original word problems you created that are based on the piece
of childrens literature.)

1. Amanda has thirty-six carnival tickets. If each ride takes the same number of tickets
and she rides six rides how many tickets does each ride take?
2. The Ferris wheel can hold forty-two riders. If each cab can fit six riders how many
cabs are there?

Revised 9-23-15 (NKM)

MTH 222-01 & -02 Fall 2015

Tutoring - Lesson Plan II

3. Jill had fifty-six pieces of popcorn to share with her friends. If each friend gets the
same number of pieces and she has eight friends, how many pieces does each friend
get?
4. One of the new carnival friends had fifty-six prizes from the carnival games. If he
wants to give each friend seven prizes. How many friends can he give the prizes too?
5. The water ride at the carnival can hold fifty-four riders. If each tube can fit six riders
how many tubes are there?

Activity 1 Modifications & Extensions

Modification
(Other than changing the size of the numbers in the problems, describe one specific way
you plan to modify the word problems if they appear to be too challenging and advanced for
the child at this time. Present at least one specific alternative problem to show this
modification.)

If the word problems appear to be too challenging and advanced for the student at
this time student could use the story, Divide and Ride, and orally explain why they
had to add new carnival friends in certain examples by using the illustrations in the
story. This way if the numbers were too challenging in the word problems the
student can still demonstrate knowledge of division.
Extension
(Other than changing the size of the numbers in the problems, describe one specific way
you plan to extend the word problems if the child needs more challenging problems at this
time. Present at least one specific alternative problem to show this modification.)

If the word problems need to be more challenging for the student, an extension
would be for the student to come up with their own word problems using the
illustrations of the story, Divide and Ride, for example on the page with the children
riding in the tube there are buoys and children that when counted can be used in a
word problem.
Activity 2 Activity to Develop Mathematical Concept and/or Make Connections

Title of Activity
(This activity needs to focus on helping the child deepen her/his understanding of what the
mathematical concept means or on helping the child make or strengthen connections
between word phrases and pictorial representations for the concept. This activity may be a
game or other hands-on activity.)

Dividing Up Our Apples (adapted from Blackboard to include measurement and

partitive division problems)

Activity Description

Revised 9-23-15 (NKM)

MTH 222-01 & -02 Fall 2015

Tutoring - Lesson Plan II

(Describe the activity in sufficient detail. Include representative samples of the different
types of problems involved in the activity and attached appropriate handouts to the end of
the lesson plan.)

The student will pick a card (between six and nine) and then draw a slip of paper.
Depending on which sheet of paper is drawn the student will record the number from
the card as the amount of apples per basket or the number of baskets. Then the
student will draw the appropriate picture to match the question on the card, the
number of baskets or the number of apples in each basket will be highlighted. For
example, if the card states Rob has a total of seventy-two apples. All baskets must
have the same number of apples. Then fill in the box with the number each asks for
and the number of apples in each basket is highlighted and the card drawn read
seven then the student will draw baskets with seven apples in each basket, then fill in
the rest of the boxes. Continue drawing cards and slips of paper until they are all
gone. Again in this lesson if there are any remainders they will be discussed as left
overs and will be covered in activities in lesson three.

Justification for Activity:

What specifically is it about the activity that will help the child achieve the learning goal?
(A thoughtful and detailed 3-4 sentence explanation is expected here.)

This activity is very similar to the activity from lesson plan I called Equal Groups.
Since The student had difficulty with differentiating between the different types of
problems when trying to represent it with physical materials or pictorially, I wanted to
do a similar activity. As discussed in class we do not want to use the same activity
because it can get boring for students, this will look for the same understanding just
in a different way. This is an appropriate activity for the learning goal because it uses
both partitive and measurement division word problems and has the student take
the word problems and draw the pictorial representation and record the information
in the boxes which would show that the student understands the parts of a division
problem.

Activity 2 Modifications & Extensions

Modification
(Other than changing the size of the numbers in the problems, describe one specific way
you plan to modify the activity if it appears to be too challenging and advanced for the child
at this time.)

To modify this activity, instead of having the slips of paper all mixed together they
could be separated into the partitive division problems and measurement division

Revised 9-23-15 (NKM)

MTH 222-01 & -02 Fall 2015

Tutoring - Lesson Plan II

problems. That way the student can see the pattern that of the same type of
problems instead of having to distinguish between the two.
Extension
(Other than changing the size of the numbers in the problems, describe one specific way
you plan to extend the activity if the child needs it to be more challenging at this time.)

To extend this activity, the student could use the numbers in each word problem to
create a word problem of their own about something that interests them or
something that is inside the space that the tutor and student are working in. This
would show that the students understand that a variety of word problems can be
used to explore the same numbers in a division problem.

Activity 3 Activity of Choice

Title of Activity
(This activity needs to focus on helping the child deepen her/his understanding of what the
mathematical concept means or on helping the child make or strengthen connections
between word phrases and pictorial representations for the concept. This activity may be a
game or other hands-on activity.)

Sharing or Grouping?

Activity Description
(Describe the activity in enough detail so another teacher could replicate it as intended.)

This activity has been adapted from the activity from K-5 Math Teaching Resources.
Students will read division problems and decide if they are sharing (number per
group) or grouping (number of groups). After they decide which category the problem
fits into they will solve the problem and show or explain their work.

Activity 3 Modifications & Extensions

Modification
(Other than changing the size of the numbers in the problems, describe one specific way
you plan to modify the activity if it appears to be too challenging and advanced for the child
at this time.)

If this activity is too challenging or advanced for the student then instead of sorting
the problems between sharing and grouping the student can draw pictures to
represent the problems and then do a similar activity from lesson plan I, by then
cutting out the pictorial representations and then shuffling them up and matching
the word problems with the picture.
Extension

Revised 9-23-15 (NKM)

MTH 222-01 & -02 Fall 2015

Tutoring - Lesson Plan II

(Other than changing the size of the numbers in the problems, describe one specific way
you plan to extend the activity if the child needs it to be more challenging at this time.)

If this activity appears to be too simple and needs to be more challenging for the
student, the student could write their own word problems. The student could write a
word problem that is sharing or grouping and use specific numbers given to him.
Attachments
(Attach copies of any needed materials, such as handouts, hand-drawn sketch of game cards,
game board, etc. Be sure to attach needed materials for modifications and extensions.)

Revised 9-23-15 (NKM)

MTH 222-01 & -02 Fall 2015

Tutoring - Lesson Plan II

This activity was adapted for activity three.

Revised 9-23-15 (NKM)

MTH 222-01 & -02 Fall 2015

Tutoring - Lesson Plan II

A teacher gave out

sixty-three pencils to
nine students. Each
student got the same
number of pencils.
How many pencils did
each student get?

A class of thirty-six
A baker made forty-two
students were divided
cupcakes and packed
equally into teams for
them into boxes. Each
a relay race. Each relay
box held six cupcakes.
team had six students.
How many boxes of
How many relay teams
cupcakes did he have?
were there?

A gardener has fortyeight seeds to plant in

pots. She decided to
plant eight seeds in
each pot. How many
pots of seeds did she
plant?

A farmer has fifty-four

pounds of grain. He
has nine cows to feed.
Each animal was given
the same amount of
grain. How many
pounds of grain did
each animal get?

A shopkeeper was
arranging a display of
hates in the window.
He had seventy-two
hats to display in rows.
He decided to display
seven rows with the
same number of hats
in each row. How many
hats were in each row?

Revised 9-23-15 (NKM)

MTH 222-01 & -02 Fall 2015

Tutoring - Lesson Plan II

Revised 9-23-15 (NKM)

MTH 222-01 & -02 Fall 2015

Tutoring - Lesson Plan II

10

Revised 9-23-15 (NKM)

MTH 222-01 & -02 Fall 2015

Tutoring - Lesson Plan II

11

Revised 9-23-15 (NKM)

MTH 222-01 & -02 Fall 2015

Tutoring - Lesson Plan II

12

Revised 9-23-15 (NKM)

MTH 222-01 & -02 Fall 2015

Tutoring - Lesson Plan II

13

Revised 9-23-15 (NKM)