Kelsey Sylvester

3.4.15
Snowball Division

Grade: 2
Common Core State Standards
2.OA.A.1 Use addition and subtraction within 100 to solve one- and two-step
word problems involving situations of adding to, taking from, putting together,
taking apart, and comparing, with unknowns in all positions, e.g., by using
drawings and equations with a symbol for the unknown number to represent the
problem.1
2.OA.C.3 Determine whether a group of objects (up to 20) has an odd or even
number of members, e.g., by pairing objects or counting them by 2s; write an
equation to express an even number as a sum of two equal addends.
Objective:
Students will be able to solve as many division problems as they can, using math
manipulatives given a certain amount of time.
Materials:
Division snowballs
Scrap paper (1 for each student)
Pencils
Counters for each table
Lesson Sequence:
1. Lesson Introduction/Objective and Purpose:
o Since you are learning about division we are going to do a fun activity
today to get some more practice with division. Before we get to the
activity, we are going to a little review, so I would like you to get in a big
circle please.
o Write on the large chart paper before lesson: 4 kids made 8 snowballs.
How many snowballs does each kid get? Flip to this page once students
are in a circle.
o Can someone read this for us? Student reads aloud. So we have how
many snowballs? Students say 8. Count out and throw 8 snowballs into
the middle of the circle.
o How many kids? Students say 4. Can I have 4 volunteers? When I call
your name you are going to stay seated. Choose 4 students.
o Do I have enough here to give 1 snowball to each kid? Students say yes.
Hand 1 snowball to the 4 chosen students. Do I have enough left to give
each kid another snowball? Students say yes. Hand 1 snowball to the 4
chosen students.
o How many snowballs does each kid get? Students answer 2.
Excellent.

Kelsey Sylvester

3.4.15

o Do we need another example or are we comfortable with just that

example? If students say another example, do same model but with 3 kids
and 12 snowballs. If they are comfortable, move on.
2. Teach and Model:
o The activity that we are going to do is called Snowball Division. Listen
carefully now because you are going to need to know how to play.
o When I say so, you are going to go back to your seats. Everyone will get
a piece of paper with a division problem on it, like this. Show example of
one.
o When I tell you to, you will crumple the paper into a ball, like this.
Demonstrate how to crumple the paper. Notice, I did not crumple it so
hard that it ripped, and I did not crumple it so much that it is so tiny. I
crumpled it gently and just a little bit. These are your snowballs.
o When I say snowball fight, you will gently throw your snowballs on the
ground, like this. Demonstrate this. Notice, did I throw it high in the air,
or as far as I could, or as hard as I could? No, I did not. I threw it nice and
gentle. If I see you throw it high, far, or hard, you will sit in your seat and
not participate in the activity.
o After you throw your snowballs, I will say go, and you will find a
snowball, take it back to your seat, write down the problem in your
snowball and solve it. There will be counters on your tables that you can
use if you need them to help you solve the problems.
o When you are finished with a snowball problem, you can toss it back on
the floor and find a new one. You will continue to do this until I say stop.
You will have about 5 to 7 minutes to do this.
o What happens if you do not know the division problem you picked up?
What if it is too hard? I still want you to write down that problem on your
scrap paper, but you can skip it and just find a new one.
3. Guided Practice:
o So, what do you have to do? Write on the chart paper as they tell you:
1. Crumple the division problem 2. Toss it gently on the floor 3. Find a
snowball and solve it at your desk 4. Put the snowball back and find a new
one 5. Repeat
o Any questions? Take any questions.
o You may go stand behind your desk. Once everyone is behind their desk
say, You can crumple your division problems. Once everyone has done
that, say, Snowball fight! When all papers are on the floor say, Go!
o Walk around to help students that need it and ask for it. Conference with
students as they are working.
4. Independent Practice:
o This will be when the students are doing the activity.

Kelsey Sylvester

3.4.15

Closure:
Use bell to get their attention back from the activity. Once all eyes are on me say,
Please take your scrap paper and meet me on the carpet by the easel.
Once all students are on the carpet ask, What are some division problems you
caught and solved? Take 5-6 answers from students. Then ask, Did you come
across any problems that you did not know or could not figure out? Take 1-2 of
those questions and solve it together, drawing it on the chart paper as you solve.
Raise your hand if you solved your snowball division problems using the
counters. Raise your hand if you solved them by drawing on your paper like we
did here. Did anyone solve the problems using a different method? I love how
you used some different methods but were able to get to the right answers. It is all
about what works best for your brain.
You can head back to your seats, write your name on your scrap papers and put
them on my desk. Also, please clean up your tables.
Differentiation:
It will be differentiated because there are some challenging division problems that
the more advanced students will be able to do to challenge themselves. There will
be counters available for students who need extra support, as well as myself and
Mrs. Albany walking around to help the students. I am also giving them the option
to skip a problem if they cannot figure it out.
Assessment:
I will be able to assess my students by listening to them during the review and as I
conference with them as they are doing the activity. I will also be able to assess
them by the scrap paper they hand in with all the problems they solved on it.