Objective:
I can divide numbers into equal groups.
Standard: CCSS.Math.Content.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.
Task Analysis:
The teacher will announce that the class has an upcoming
field trip (or will ask them to imagine the situation) and must be put into groups so that each group has the same number of students. The teacher will pose guiding questions including:
- Could we do this with our class? How? Is there more than one way?
- What information do we need to know? Where do we start?
Each table/group of desks will be given counters to represent the students in the class. They will be asked to work with the counters in order to answer the questions. After about ten minutes of exploration, the teacher will bring the class back together and ask for comments/results from each group. Depending on the size of the class, discussions will vary. Ideas and concepts that should arise or be directed toward include:
- Division as reversed multiplication
- Multiple ways to group students (Different quotients/divisors for
the same dividend)
- One student in each group (A number divided by itself = 1)
- One group (A number divided by 1 = itself)
As students present ideas, teacher will write them on the board. A list of division sentences will be displayed.
Materials: counters, paper/pencils for students
Thinking Levels
Bloom’s Taxonomy:
Knowledge: The students will solve given division problems.
Comprehension: The students will describe steps needed to
divide and will compare division to multiplication.
Multiple Intelligences:
Visual: The students will view results written on the board.
They will also see the counters as they are arranged into groups.
Kinesthetic: The students will manipulate counters in order
to represent the class being put into groups.
Logical: The students will solve division problems based on a real-
world scenario.
Closure: Once the list of division sentences is written on the board, the teacher will have the class stand up and physically form the variety of group arrangements. As a class, the best grouping will be voted on and discussed.
Benefits:
During this activity, students are given a real-life problem to solve. They are given time to interact with each other and manipulatives in order to explore the problem. The whole lesson is very student-led and clearly represents division as putting objects into equal groups.
I can divide numbers into equal groups.
Standard: CCSS.Math.Content.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.
Task Analysis:
The teacher will announce that the class has an upcoming
field trip (or will ask them to imagine the situation) and must be put into groups so that each group has the same number of students. The teacher will pose guiding questions including:
- Could we do this with our class? How? Is there more than one way?
- What information do we need to know? Where do we start?
Each table/group of desks will be given counters to represent the students in the class. They will be asked to work with the counters in order to answer the questions. After about ten minutes of exploration, the teacher will bring the class back together and ask for comments/results from each group. Depending on the size of the class, discussions will vary. Ideas and concepts that should arise or be directed toward include:
- Division as reversed multiplication
- Multiple ways to group students (Different quotients/divisors for
the same dividend)
- One student in each group (A number divided by itself = 1)
- One group (A number divided by 1 = itself)
As students present ideas, teacher will write them on the board. A list of division sentences will be displayed.
Materials: counters, paper/pencils for students
Thinking Levels
Bloom’s Taxonomy:
Knowledge: The students will solve given division problems.
Comprehension: The students will describe steps needed to
divide and will compare division to multiplication.
Multiple Intelligences:
Visual: The students will view results written on the board.
They will also see the counters as they are arranged into groups.
Kinesthetic: The students will manipulate counters in order
to represent the class being put into groups.
Logical: The students will solve division problems based on a real-
world scenario.
Closure: Once the list of division sentences is written on the board, the teacher will have the class stand up and physically form the variety of group arrangements. As a class, the best grouping will be voted on and discussed.
Benefits:
During this activity, students are given a real-life problem to solve. They are given time to interact with each other and manipulatives in order to explore the problem. The whole lesson is very student-led and clearly represents division as putting objects into equal groups.
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