Logistics for TLC Team Planning
Name
Tamra Plaga
Niki Manning
Michelle Nicolls
Jody Sherriff
School
Manzanita
Bella Vista
Bella Vista
K-12 Alliance
Phone
Home Email
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 Lesson
School 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
Book: The Doorbell Rang
Unifix cubes
Who is responsible?
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
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.
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.
Concept
Some things can be divided
equally or some can’t.
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)
Explore:
Have students work in partners. With your
partner how many different ways can you put 24
cubes into equal groups?
ESR: 3 groups of 8; 4 groups of 6; 2 groups
Call on students to share their ideas.
of 12; 8 groups of 3; 6 groups of 4; 12
Make a T-Chart on the board on the board and
groups of 2.
record:
# groups
3
4
2
8
6
12
# in each group
8
6
12
3
4
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
ESR: 2 groups of 16; 4 groups of 8; 16
groups of 2; 8 groups of 4.
A number can be broken apart into
equal groups in many different
ways.
Some numbers can be broken into
equal groups and some cannot.
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
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
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.
Put cubes together, count out 168 cubes, use
post-its to set up 10 groups. Place cubes
equally in the 10 groups.
What did you get for your answer:
ESR: each group had 16, but then there were
8 left over.
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.
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.
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.
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.)
Extend:
Numbers can be divided in equal
groups in different ways.
Some numbers can be divided into
equal groups and some cannot.
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