Third Grader Overboard

Division with Remainders Rationale: The purpose of this lesson is to teach students about what happens when numbers do not divide evenly. This lesson will explain to students that there are sometimes remainders when they do division. This lesson is important because a lot of times in division, the numbers do not divide evenly into each other and it is important that students understand what to do when that happens. This lesson fits into the West Windsor curriculum because students are expected to learn and apply strategies for solving problems with remainders. These types of questions are also addressed on the NJASK.

Standards: CCSS.Math.Content.3.OA.B.5Understand division as an unknown-factor problem. For example, find 32 8 by finding the number that makes 32 when multiplied by 8. CCSS.Math.Content.3.OA.C.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 5 = 40, one knows 40 5 = 8) or properties of operations.

Source: The source of this lesson comes from a couple of places. The Practice Pages and Spiral Review that the students are completing come from the enVision Math Curricula used by West Windsor. The source of this lesson also comes from a blog on www.yahooanswers.com I made this lesson my own by taking the original idea of the man overboard game suggested and breaking it up into whole class (with no remainder, boys and girls). I liked the idea of making it an activity.

Objectives: Students will be able to identify the remainder in a division problem Students will be able to explain the purpose of a remainder Students will be able to correctly show the answer to a division problem that has a remainder

Materials: Practice Page 7-2 Hoola Hoops from gym Smartboard Student Whiteboards

Procedure:

-No Multiplication Quiz -No Spiral Review Anticipatory Set: o Alright third graders, who can remind me what we talked about in math yesterday? Allow student responses o Right. We introduced division and talked about that division is another way of sharing. So yesterday we saw problems like this: (write 16 divided by 3 = 18 on the Smartboard) right? And who can remind me what this number is called (16) and this number (3) and this number (18)? Divisor, dividend, quotient o Great. Now, I briefly mentioned to you yesterday that in some division problems, the dividend doesnt always go into the divisor evenly, right? So today we are going to talk about that a little bit more. Lesson Development o Sometimes, we have dividends that are not multiples of our divisors and do not divide evenly. In other words, we have numbers left over that are not enough to make another equal group or not enough to complete another round. These numbers are called a remainder. Write the problem: 19 divided by 3 on the board o Now, I want you to write this problem on your white board and solve it with me. o What you always want to do in division is find the highest multiple of the dividend that could be a divisor. So, yesterday, we learned that 18 divided by 3 is what? Allow students to respond 6 o Right, because 6x3=18. So if today we have 19 divided by 3 do we think we could still use 6 as a part of our answer even if it is not the whole thing? Allow students to respond. o Absolutely. Because 18 is pretty close to 19 and we know that 18 divided by 3 is 6 because 6x3= 18. If we did 19 divided by 7 it wouldnt work because 7x3=21 and that is too much so we wouldnt be able to do the problem. So, for 19 divided by 3 we would have to say it goes in 6 times with 1 left over. So our answer looks like this 18 divided by 3 = 6 R1. Let me see your whiteboards. Who doesnt understand how we found that number? o Okay, so I thought we would try another example but in a different way. What I need my third graders to do is when I say go to put away their white board, quietly stand up, push their chair in and stand behind their seat. o Perfect. Now, I want you to listen to my directions carefully. We are going to play a game called Third Grader Overboard. I am going to put hoola hoops down and we are going to pretend they are ships. The object of this game is to be on a ship before I say the word freeze. Now, there is a catch, there has to be the same amount of third graders in every ship or else your ship will tip over and we dont want that to happen. So, you all need to work together to get the same amount of third graders into every ship. Now, if you all cant fit inside the hoola hoop that is okay, just make sure you are all close to it, you will still be counted as on board. If you are not on board, you are a third grader overboard. If you are

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overboard, you can come stand up here by the whiteboard because that means you were rescued by the lifeguard. Who can repeat back what we need to do? Model directions as students repeat them back, so that students have a visual. Now, boys and girls, before we play I want to go over a couple of things. First of all should there be running? How about pushing? How about shoving? How about shouting? Allow responses as no Also, the only way you can tell someone no to being on your ship is if you are going to have too many people. So does that mean if I dont like someone I can tell them they cant be on my ship? Allow responses as no Right. Now, if you choose to make a bad decision and be mean or run or shove or do any of the things we just talked about, you will not play for the rest of the game. This is your only warning. Do we understand each other? Great. So I am going to put down 3 hoola hoops to start. (One in left back corner, one in right back corner, and one by library). I am going to tell you that there are 24 students in our classroom. There must be the same amount of you in hoola hoop one as there is in hoola hoop two as there is in hoola hoop 3. Ready? Go. Allow students to play game. Say freeze when there are an even amount in each. Okay boys and girls, count the number of people on your ship. Group 1 how many do you have? Group 2? Group 3? So what would my math sentence be? 24 divided by 8=3 Allow student response Write on board Great. Now I need all my boys to sit down at their desks. Dont worry, you guys will be next. I am going to put down 1 more hoola hoops (1 by front door) so now there are 4. All my girls need to get an even amount of people in each boat. Remember, if you are a third grader overboard, come stand by me at the front of the room. Boys, I want you to be writing the math sentence on your white boards for this. I am going to tell you there are 10 girls. Ready? Go. Allow girls to play. Okay freeze. Girls, count the number of people on your ships. Boys, hold up your math sentences. Great. So our math sentence would look like this (on Smartboard): 10 divided by 4 equals 2 R2. Okay, now I need my girls to sit down and my boys to stand up. You are going to do the same thing when I say go. There must be the same amount of boys on each ship. If you are a third grader overboard, come stand up by me. I am going to put down one more hoola hoop (by guided reading table) so now there are 5. Girls I want you to write your math sentence. Ready? Go. Okay, freeze. Boys, count the number of people on each ship. Girls, let me see your math sentence. Great. So our math sentence would look like this: (on Smartboard) 13 divided by 5= 2 R 3

Closure o Okay, I need all my third graders quietly in their seats listening for directions. o That was really great boys and girls. What we are going to do now is work on our practice page for today which works with remainders. We are not going to do our spiral review today. Remember, if you need help come back to the table.

Differentiation: The two students with special needs seem to grasp math relatively well; therefore, should they need extra assistance, it will be provided during their corrections on the practice and spiral review. Students who finish early are allowed to work on math challenge games, in theory, practicing the topics discussed in class that day. o Usually the practice sheets and spiral reviews presents challenge problems to the students, as well, which focus on the topic for that day. If I need to gain students attention, I will clap in rhythm and have them repeat and be quiet. This was established as a signal between me and the students the first day.

Assessment: Assessment will be done through the work done on the practice pages o Students are asked to fix any mistakes they make on these pages; therefore, the objectives for this lesson should be reached. Help is available for students as needed. Assessment will also be done through student participation in the game. The follow up to this lesson will be teaching division as repeated subtraction.