MTH 222-01 & -02 Fall 2016

Name: Kelli Nemetz

Tutoring - Lesson Plan II

Mathematical Topic Being Explored: Partitive 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 multi-step partitive division word problems with remainders with
numbers 1-100 by using arrays and hands-on materials
CCSSM Content Standard Addressed by the Learning Goal:
(List one specific mathematical content standard by its identification number and write the
complete standard in words.)
CCSS.MATH.CONTENT.3.OA.A.3
Use multiplication and division within 100 to solve word problems in situations involving equal
groups, arrays, and measurement quantities, e.g., by using drawings and equations with a
symbol for the unknown number to represent the problem. 1
Justification for Learning Goal:
What specifically did the child/children say or do during the first lesson that suggests the
specific learning goal, problem types, and the size of the numbers in the problems
explored in this lesson are appropriate for the child/children at this time? (A thoughtful,
detailed, 3-4 sentence explanation that talks about specific things from the interview is
expected here.)
Both of my students excelled in their work with partitive division last time we were
together, so I want to continue to work with them on these types of problems with
remainders but also increase the numbers to go up to 30. I hope to challenge their
thinking and encourage them to use arrays, different hands-on materials, and
multiple strategies to solve multi-step problems. I believe that continuing this work
with solidify the thinking and strengthen the work we have done thus far.

Materials Needed:
(List all materials you will need for the activities in the lesson.)
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Tutoring - Lesson Plan II

Word Problems (printed)

One Hundred Hungry Ants by Elinor J. Pincezs.
Matching Cards (printed and cut out)
Paper
Pencils

Lesson
(All activities need to focus on helping the child/children develop and/or extend her/his
conceptual understanding of the mathematical content area by engaging the child in using
one or more of the SMPs. Activities may not involve multiplication or division equations
or situations involving money. Additionally, no activities, modifications, or extensions may
ask the child/children to write their own word problems or other problems.)
Order of Activities
When actually teaching the lesson, it is okay to work through the activities in a different
order than they are presented here. For example, Activity 2 might be conducted first,
then Activity 1, then Activity 3). In what order are you planning to conduct the activities?
Why do you think it will be helpful to the childs/childrens learning to conduct the activities
in this order? (A thoughtful, detailed 3-4 sentence explanation that talks about specific
mathematical ideas children need to know or things they need to be able to do is
expected here.)
I plan to begin with Activity One to introduce the multi-step problems I want to
challenge them with. This will also get them in the mindset of solving problems in a
variety of ways and is familiar to them as we have done this previously. Next, I want
to do Activity Three and then Two. I want to read One Hundred Hungry Ants to them
and do the activity that was on Blackboard to go along with it. This will give them a
little brain break as they get to listen to the book and jot down things they hear. I hope
this also shifts their focus so they feel like they arent doing the same things over and
over. I want to end with Activity Two because it will challenge their thinking and
connect to the book.

Activity 1 Exploring Mathematics Through Word Problems & Childrens Interests

Activity Requirements
(For this activity, you need to create a minimum of five original word problems that
are based on the childs/childrens interest and things you learned about the
child/children during the interview. All word problems need to help the
child/children understand the idea of unitizing as it relates to the mathematical
content area of focus in this lesson. The word problems may stand alone or they

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Tutoring - Lesson Plan II

may be incorporated into a game or other hands-on activity. Whatever you do,
solving the word problems needs to be the primary focus of this activity.)

Word Problems
1. Mrs. _____ s third grade class wants to go on a field trip to explore the
science museum. There are twenty-three students in the class. They are
taking 4 different cars. How many students will be in each car?
2. This weekend, ____ and _____ want to invite friends over to play baseball.
They have twenty-two friends, including themselves. They want to start two
games of baseball with two teams each. How many friends can play on each
team?
3. _____ wants to display his art in his room. He draws tens pictures of cars, six
pictures of animals, and two self-portraits. His room has four walls he can hang
pictures on. How many pictures will go on each wall?
4. _____ is catching Pokemon with his friends. _____ catches twelve different
Pokemon. _____ catches twelve Pokemon too. Their friend _____ catches five
Pokemon. How many Pokemon did they all catch together?
The friends want to split up the Pokemon between the three of them and take
them home. How many Pokemon does each friend get to take?
5. Mrs. _____ wants to throw a class party this Friday. She tells _____ to bring
sixteen cupcakes and _____ to bring fourteen brownies for the party. There will
be twelve guests at the party. How many cupcakes will each guest get to eat?
How many brownies?

Activity Description
(Summarize how you will conduct this activity. (ex: present the word problems and
ask the child to solve them in the order they are listed, have the word problems
serve as the game cards in a board game, etc.)
I will conduct this activity similarly to how I have in our previous meetings. I will
present one problem at a time to my students and have them individually solve the
problems on paper with drawings, or any other strategies theyd like to. Ive printed
off the problems in big font and plan to cut them to they receive one at a time.

Activity 1 Modifications & Extensions

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Modification
(Other than changing the size of the numbers in the problems, describe at least
one specific way you plan to modify the word problems and/or activity itself if they
appear to be too challenging and advanced for the child at this time. Your
description needs to include at least one specific modified word problem if the
problems will be changed in any way. Remember, asking the child to write her/his
own word problems is not an acceptable modification.)
If the multi-step part of the problem is too challenging for my students to solve, I
plan to combine the numbers for them to take away one step in the problem.
i.e. :
_____ wants to display his art in his room. He draws tens pictures of cars, and
eight pictures of animals. His room has four walls he can hang pictures on. How
many pictures will go on each wall?
(I could also combine the car and animal pictures if this is still too challenging).

Extension
(Other than changing the size of the numbers in the problems, describe at least
one specific way you plan to extend the word problems and/or activity itself if the
child appears to need something more challenging at this time. Your description
needs to include at least one specific extended word problem if the problems will
be changed in any way. Remember, asking the child to write her/his own word
problems is not an acceptable extension.)
I will ask the students to solve the problems in more than one way so they feel
challenged to explore other thinking.

Activity 2 Matching Activity to Develop Mathematical Concept & Make Connections

Activity Requirements
(This needs to be a matching activity that helps the child/children develop a deeper
understanding of unitizing as it relates to the mathematical area of focus. In
particular, the activity needs to focus the child on making connections between at
least two different types of representations (ex: matching a word phrase such as
three groups of five with a picture showing three circles with five dots in each
circle). Ten or more matches need to be made. You may need to create this
activity yourself or you may use an appropriate activity you find in a trusted
resource.)

Activity, Title, Description, & Source

(Note the title of the activity and its source, whether self-created or list the source
where it can be found. Present a summary of how the activity will be conducted.

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Attach a copy of all the representations that will be matched to the end of your
lesson plan. Clear photographs of the matching pairs are acceptable.)
I took the problems in the book One Hundred Hungry Ants and quoted the
line with the problems in them. I then made one or two different representation
arrays of those problems that I want my students to be able to match. After we
do this, I plan to ask them my own questions that tie into my learning goal
further.
1. If the one-hundred ants wants to march in six rows, how many would be in
each row?
2. If the one-hundred ants wants to march in eight rows, how many would be
in each row?
3. If time permits, continue these problems

Justification for Activity:

What is it about the representations, in particular, and the matching activity in
general, that should help the child/children develop a deeper understanding of
unitizing as it relates to the mathematical area explored? Focus on the types of
representations that will be matched, the numbers in the problems, and the
CCSSM Standards of Mathematical Practice SMP(s) that will be used during the
activity and how all of these together will focus the child on the idea of unitizing. (A
thoughtful, detailed, 3-4 sentence explanation is expected here.)
I want to do this activity because my students really love literature and learning
math from it. I wanted to introduce a new book with numbers larger than those
weve been working with. Although this activity does not specifically work on
remainders, my questions after the matching activity will encourage thoughts
about remainders. This is a very visual activity and will help Cody and Teagan
see large numbers divided up into different-looking ways.

Activity 2 Modifications & Extensions

Modification
(Other than changing the size of the numbers in the representations, describe at
least one specific way you plan to modify the representations and/or activity itself if
they appear to be too challenging and advanced for the child at this time. Your
description needs to include at least one specific modified representation if these
will be changed in any way. Remember, asking the child to write her/his own pair
of matching representations or problems of any type is not an acceptable
modification.)
If this problem is too challenging, I will take away one of the matching cards (there
are two for each word problem) so the answer is easier to see and does not feel
like a trick to find.

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Extension
(Other than changing the size of the numbers in the representations, describe at
least one specific way you plan to modify the representations and/or activity itself if
the child appears to need something more challenging at this time. Your
description needs to include at least one specific extended representation if these
will be changed in any way. Remember, asking the child to write her/his own pair
of matching representations or problems of any type is not an acceptable
extension.)
I will ask more of my own world problems that allow my students to work with
remainders more and challenge their thinking beyond perfect division.

Activity 3 Activity to Further Develop or Extend Mathematical Concept

Activity Requirements
(This activity needs to focus on helping the child/children develop a deeper
understanding of unitizing as it relates to the mathematical content area explored in
the lesson. The activity needs to be a game, hands-on activity, or a rich problem
solving activity. The activity may not ask the child/children to create their own
problems of any type.)

Activity Title, Description, & Source

(Describe the activity and note its source. You may do this by presenting a 1-2
paragraph summary of the activity here and attaching a copy of the complete
activity and its source to the end of your lesson plan or by presenting a detailed
description of the activity here that includes the activitys source and at least three
representative samples of the different types of problems involved in the activity.)
I plan to begin by reading One Hundred Hungry Ants by Elinor J. Pincezs. and
have the students write down the numbers and arrays they hear and see within
the book. I have attached the activity at the end of the lesson. Afterwards, we will
discuss what they heard in the story and practice doing one or two arrays.

Activity 3 Modifications & Extensions

Modification
(Other than changing the size of the numbers in activity problems, describe at least
one specific way you plan to modify the problems and/or activity itself if they appear
to be too challenging and advanced for the child at this time. Your description
needs to include at least one specific modified problem if the problems will be
changed in any way. Remember, asking the child to write her/his own problems of
any type is not an acceptable modification.)
Stopping and exploring the numbers we hear together while reading the book
instead of allowing the students to write down what they hear themselves.

Extension

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(Other than changing the size of the numbers in activity problems, describe at least
one specific way you plan to extend the problems and/or activity itself if the child
appears to need something more challenging at this time. Your description needs
to include at least one specific extended problem if the problems will be changed in
any way. Remember, asking the child to write her/his own problems of any type is
not an acceptable extension.)
Have the students explain one thing they heard to one another and explain their
strategy for solving the problem, individually.

Attachments
(Attach copies of any needed materials, such as activity handouts, hand-drawn sketch of
game board and cards, etc.)

ACTIVITIY TWO:

Two lines of fifty, wed get there soon, I know

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Sowith four lines of twenty-five wed get there soon, I know

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Tutoring - Lesson Plan II

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So..with five lines of t, wed get there soon, I know

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Sowith ten lines of ten, wed get there soon, I know

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ACTIVITY THREE
One Hundred Hungry Ants - A Multiplication or Division Activity
Based on the Book: One Hundred Hungry Ants by Elinor J. Pinczes
Activity Description:
As an introduction to multiplication, read the book One Hundred Hungry
Ants by Elinor J. Pincezs. Before reading the book, ask students to keep track of
the different ways the ants line up to march as the book progresses.
While reading the book, stop occasionally and ask the students to describe the
different ways the ants have lined up to march so far.
After reading the book, ask the students explore smaller numbers of ants (such
as 12, 16, 20, 24, 30, & 36) and to find at least 2-3 different ways that the ants
could have lined up and marched. Students can model the different ways the
ants marched by using manipulatives, drawing pictures, or using cartoon-type
pictures of ants found on the internet. After students find each way the ants
could have marched, ask them for a word phrase describing the situation, such
as three lines with four ants in each line.

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