DIVISION UNIT Unit Title: Intro to Division Name: Amanda Marlatt Subject(s): Number of Lessons: 14 Math Time: (in

weeks) Gra e(s): 3 3

!ationale: This unit is important because it introduces students to the basic concepts of division and its relation to multiplication. These concepts are fundamental for many situations that students will encounter in their futures. O"er"iew: This unit introduces division by demonstrating various approaches to solving problems including e!ual sharing e!ual grouping and repeated addition. It also relates division to multiplication within each method and introduces students to multiplication and division fact families through the use of arrays. The unit integrates problem solving written wor" and hands on learning with manipulatives. #inally it touches briefly on basic geometry and encourages mental mathematics. #rescribe Learnin$ Outcomes from I!#s: A1 say the number se!uence forward and bac"ward from $ to 1$$$ by %s 1$s or 1$$s using any starting point 3s using starting points that are multiples of 3 4s using starting points that are multiples of 4 &%s using starting points that are multiples of &% A% illustrate concretely and pictorially the meaning of place value for numerals to 1$$$ A' demonstrate an understanding of addition and subtraction of numbers with answers to 1$$$ (limited to 1 & and 3)digit numerals* by using personal strategies for adding and subtracting with and without the support of manipulatives creating and solving problems in conte+ts that involve addition and subtraction of numbers concretely pictorially and symbolically A1$ apply mental mathematics strategies and number properties such as using doubles ma"ing 1$ using the commutative property using the property of ,ero thin"ing addition for subtraction to recall basic addition facts to 1- and related subtraction facts A1& demonstrate an understanding of division by representing and e+plaining division using e!ual sharing and e!ual grouping creating and solving problems in conte+t that involve e!ual sharing and e!ual grouping modelling e!ual sharing and e!ual grouping using concrete and visual representations and
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 recording the process symbolically relating division to repeated subtraction relating division to multiplication 12 sort regular and irregular polygons including triangles !uadrilaterals pentagons he+agons octagons according to the number of sides #rere'uisite (once)ts an Skills: )3tudents should have basic addition and subtraction s"ills as well as s"ip counting s"ills. )3tudents should be familiar with basic multiplication strategies. )3tudents should have a general understanding of place value. Teac*er #re)aration !e'uire : )1reate.print handouts )4repare 3MA5T 6oard with necessary lesson pages )1ollect materials7 The Doorbell Rang by 4at 8atchins 9oosh ball beach ball (ross+(urricular (onnections: )none ,-tensions to Unit: )This unit could be e+tended to have students create their own problems for their peers to solve. This could include the Mathematician:s 1hair where students can pose their problems to the class. 5ather than the teacher posing the !uestions each day could feature a different student:s problem for the class to solve. )This unit will e+tend to have students becoming more familiar with multiplication and division facts to %+% Uni"ersal Desi$n for Learnin$ (UDL) an Differentiate Instruction (DI): )Remedial: 3tudents who struggle will be involved in the ;uided Math sessions during the <or"station time. <hen this is not fitting they will be paired with a student who has a good understanding of the material and who is supportive. In e+treme cases these students will be given alternate tas"s to demonstrate their understanding. -Gifted: 3tudents who e+cel with this material will be encouraged to wor" with a student who is having troubles. 3tudents will sometimes be provided with an appropriate tas" that re!uires higher level of thin"ing. 3tudents may be given the opportunity to teach the class what they "now.
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)Learning Disabilities: 3tudents with learning disabilities will be more intensively assisted with the wor" and often provided with alternate tas"s that facilitate learning. All materials are provided in various ways (verbal written demonstrated* to accommodate for different types of learners and manipulatives may be provided for those who wish to use them. )1.=. (I.=.4* will be included in activities whenever possible>wor"stations.guided math some warm)ups. <hen participation is not beneficial she will wor" with a support wor"er or wor" at the computer on Mathletics. !esources: )Integrated 5esource 4ac"age (I54* )Introduction to Problem Solving: Grades PreK-2 by 3usan ?:1onnell )@elson ath !ocus " )e+change.smarttech.com )http7..www.math)lesson)plans.com.Division.html )3MA5T 6oard ?verview of Aessons7
Lesson . an Title (time in minutes) #LOs in lesson (a) Instructio nal Objecti"es (b) Teac*in$ Strate$ies Lesson /cti"ities /ssessment Strate$ies 0aterials (S)ecific to T*is Lesson)

A1 Division as =!ual 3haring

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(a) S12/T: )divide teddy bears e!ually into groups (b) )technology )whole class )interactive read aloud )tic"et out )wor"stations

3ook4Interacti"e !ea +/lou : )At des"s introduce division sentence components (dividend B divisor !uotient* )5ead The Doorbell Rang by 4at 8atchins. ?n a whiteboard write division notations for each page along with the story using appropriate vocabulary that you previously introduced. )Identify what each number represents in division @umber of obCects (dividend* @umber of groups (divisor* @umber of obCects in each group (!uotient* )=ventually have students tell you what each part of the number sentence will be. #ractice: S0/!T 2oar Te 5 2ear S*arin$: )As" what it means to share. )Dse the 3MA5T 6oard to demonstrate e!ual sharing using the teddy bears. )8ave students come up to divide the teddy bears.

)3tudents will be assessed using obser"ation on their understanding of how to divide into e!ual shares during the whole class practice.

-The Doorbell Rang by 4at 8atchins )3MA5T 6oard7 Teddy division )Tic"et ?ut 3lips

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)5elate to multiplication as e!ual grouping (losure4Ticket Out: )<hen could division be usefulE 1orkstations4Gui e 0at*: )3tudents will engage in various math wor"stations. )<hile students are in wor"stations I will ta"e small groups to wor" more intensively on certain topics. 1arm+u)47im Sutton Drills: )4lay the 9im 3utton 1D and have students write the answers for )& and )3 on $)' and )& on $)1&. Scenario+s*arin$ cookies: )Aay out a scenario for the students where you have &1 coo"ies (or however many students in the class today* and want to share them. ;o through all of the factors of the number saying you want to share them with various students and having them figure out how many coo"ies each person will get. Dse the coo"ie cut outs to demonstrate. )5elate to multiplication #a)er #ractice+S*arin$: )Demonstrate the first problem on the board. )3tudents wor" on the =!ual 3haring wor"sheet individually. )3tudents must complete 1)4. %)' are e+tra practice. (losure: )As" students to show you using their thumbs how they are feeling about division so far>if they feel li"e it is ma"ing sense. 1orkstations4Gui e 0at*: )3tudents will engage in various math wor"stations. )<hile students are in wor"stations I will ta"e small groups to wor" more intensively on certain topics. 3ook4SN/7, / ition (or multi)lication) $ame:

A& Division as =!ual 3haring 4ractice

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(a) S12/T: )use mental math strategies to subtract numbers in the warm up drill )demonstrate division as e!ual sharing in written form (b) )<hole class )scenario )individual wor" )centers

)3tudents will be assessed using obser"ation during the warm up for their ability to !uic"ly subtract & and 3 from various numbers. 3tudents who struggle will be noted. )3tudents wor"sheets will be assessed using a teac*er mark for their understanding of division as e!ual sharing.

)9im 3utton drill cd )whiteboards mar"ers erasers )coo"ie cut outs )=!ual 3haring wor"sheet

A3 5acing

A11

(a) S12/T:

)3tudents will be

)5acing 5ectangles
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5ectangles intro.4roble m solving

)solve a given problem in 3 ways by first trying independently then with a group. )draw arrays to match their dice roll in the partner game 5acing 5ectangles (b) )game )problem solving )individual )partner wor"

)Teacher rolls virtual dice on the 3MA5T 6oard. )3tudents add the & numbers together and place the sum under F3G on whiteboard )5epeat under F3G until a F1G is rolled to end the round. )After each round the students may choose to drop out of that round and "eep their points. 3tudents who are still in the round when a 1 is rolled lose their points for that round. Hif two 1s are rolled students who are still in lose all points for all rounds played. )=veryone starts bac" in for the F@G round and so on. )After a 1 is rolled in the F=G round students count all points from each round and highest points wins. T*e (ookout #roblem Sol"in$: )3tudents are provided with a problem and the 1hoose 3 <ays wor"sheet. Inde#endent: Allow students to wor" independently for the first % minutes $eads do%n& butts u#: 3tudents have the opportunity to discuss with their tables how they got their answers and are permitted to copy notes as long as they are having the discussion about how to solve the problem. Teacher provides support where needed. Share: 1hoose 3 students to come up and show the class how they solved the problem. !acin$ !ectan$les Intro uction: )3tudents wor"ing in pairs ta"e turns rolling two dice. =ach student must choose a different colored mar"er or crayon to use. The student outlines and fills in a rectangle (array* that matches what they rolled and write the number of total s!uares coloured on it. )A player loses a turn when his or her rectangle cannot fit on the game board. 4lay continues bac" and forth until neither player can draw a rectangle. )3tudents count up their total of s!uares they colored. The winner is the one with the highest number of s!uares filled in.

assessed by obser"ation for their ability to solve the problem in 3 ways. 3tudents who are not able to.are not persistent will be noted. )3tudents understanding of arrays will be assessed using obser"ation during the 5acing 5ectangle game.

game boards )dice )different coloured pencil crayons )3MA5T 6oard7 sna"e grid dot grid virtual dice )whiteboatds )The coo"out problem

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A4 Division as =!ual ;rouping

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(a) S12/T: )demonstrate understanding of place value by ma"ing guesses about a number in the warm up )divide teddy bears into e!ual groups by drawing circles and identify the number of groups (b) )whole class )review )technology )centers

1orkstations4Gui e 0at*: )3tudents will engage in various math wor"stations. 5acing 5ectangles will be available at wor"stations. )<hile students are in wor"stations I will ta"e small groups to wor" more intensively on certain topics. 1arm u)4Guess m5 Number: )<rite 3 dashes on the board and say that you are thin"ing of a 3 digit number. )3tudents can guess 1 number at a time by saying Fin the hundreds (tens or ones* place I. ?5 students can guess the whole number by saying the whole number correctly (3 hundred forty one*. )After each guess write the guess on the dashes and write a J or K under each digit saying that the real digit is higher or lower than the guess. 9eep the guesses on the board and write the ne+t guess underneath. )After a few guesses start to as" the guessers why they chose the number they did. )4lay a few rounds. Discussion: )Display & !uestions on the board7 There are 1& apples. 4 people want to share the apples. 8ow many apples does each person getE There are 1& apples. =ach person gets 3 apples. 8ow many people share the applesE )As" the class what the difference between the & !uestions is. 8ow can you solve the first !uestionE 8ow can you solve the second !uestionE )3how the division sentences for each problem. As" the class what they notice. #ractice+,'ual Grou)in$: )8ave students come up to the board to draw circles around counters to show e!ual groups. Dse Teddy Division on 3MA5T 6oard. 1orkstations4Gui e 0at*: )3tudents will engage in various math wor"stations.

)3tudents: understanding of place value will be assessed using obser"ation during the warm up. )3tudents: understanding of dividing into e!ual groups will be assessed during whole class practice

)3MA5T 6oard7 apples !uestions Teddy Division lesson

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A% Division as =!ual ;rouping 4ractice

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(a) S12/T: )demonstrate number sense by attempting to create the biggest number during the warm up )demonstrate understanding of division as e!ual groups on paper (b) )game )problem solving )individual wor" )centers

)<hile students are in wor"stations I will ta"e small groups to wor" more intensively on certain topics. 1arm u)42i$$est Number Game: )3tudents write down 3 dashes (for a 3 digit number. 4 for a 4 digit number* on their whiteboards. <rite 3 (or 4* down for yourself as well. )Draw cards from a dec" and place each number on one of the dashes have students do the same 3=15=TAL. );oal is to ma"e the biggest number. 1annot move the numbers once they have been placed. )All 1$ cards are $ ) As" students who thin"s they have the highest number. 8ave one student read out their number and chec" to see if others have the same number. )3tudents who get a higher number than the teacher get % points. =!ual to the teacher gets 3 points. Aower than the teacher 1 point. The teacher gets 1$ points if he.she beats all the studentsM #roblem: ,'ual $rou)in$ )Display problem on the board and have students solve on whiteboards. Tyler has &$ batteries. =ach of his remote controlled cars needs 4 batteries. 8ow many remote controlled cars does he haveE )8ave a student show how they solved the problem on the board. If there are students who solved in a different way allow them to show too. #a)er #ractice4,'ual Grou)in$: )6riefly discuss wor"sheet e+plaining how to do each !uestion. )3tudents complete the wor"sheet (nelson pg -1* individually. )Teacher circulates providing assistance where needed. 1orkstations4Gui e 0at*: )3tudents will engage in various math wor"stations. )<hile students are in wor"stations I will ta"e small

)3tudents will be assessed using obser"ation on their ability to organi,e numbers systematically in order to get the biggest number possible. 3tudents who are clearly confused will be noted. )students: wor"sheets will be assessed using a teac*er mark on their understanding of division as e!ual grouping.

)whiteboards mar"ers erasers )3MA5T 6oard7 1ar problem )=!ual ;rouping wor"sheet (nelson pg -1*

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A0 4roblem 3olving ) 1oins

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groups to wor" more intensively on certain topics. (a) S12/T: 3ook4Ski) (ountin$ Son$: )s"ip count by 3s )Display hundreds chart on the 3MA5T 6oard 4s and &%s during )4ractice s"ip)counting by 3s 4s and &%s. s"ip counting )At their des"s students participate in the 3"ip 1ounting song 3ong (previously taught* Hsee lesson plan Multiplication )show different lesson 0 combinations of coins that add to Discussion: 23 )5eview coin values very briefly. (b) )song )problem solving wor"stations #roblem Sol"in$ < (ollectin$ (oins )4rovide students with the problem. )=ncourage students to try to find the answer in more than one way. Inde#endent: Allow students to wor" independently for the first % minutes $eads do%n& butts u#: 3tudents have the opportunity to discuss with their tables how they got their answers and are permitted to copy notes as long as they are having the discussion about how to solve the problem. Teacher provides support where needed. Share: 1hoose 3 students to come up and show the class how they solved the problem. (different ways* )3can F3how 3 <aysG wor"sheet to smartboard for students to put their wor" on. (losure: )As" students why they thin" I as" them to show the class different ways that the problem was solved. )As" students to show thumbs about how comfortable they would feel showing 3 ways on that wor"sheet ne+t time we do problem solving. 1orkstations4Gui e 0at*: )3tudents will engage in various math wor"stations. )<hile students are in wor"stations I will ta"e small groups to wor" more intensively on certain topics. 3ook42ouncin$ Sums:

)3tudents will be assessed using obser"ation on their ability to follow the s"ip counting pattern during 3"ip 1ounting 3ong )3tudents: wor" will be assessed for ability to problem)solve using a teac*er mark.

)3MA5T 6oard7 hundreds chart )1ollecting 1oins 4roblem.

A2 Division

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(a) S12/T:

)3tudents will be

)beach ball with

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as 5epeated 3ubtraction

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)mentally add random numbers during 6ouncing 3ums activity )use repeated subtraction to divide using pictures and a number line as aids. (b) )game )"inesthetic )scenario )whole class )direct instruction

)Toss a beach ball with numbers 1)1$ on it to one student and have her call out the number that her right thumb touches. 3he tosses it to the ne+t student who does the same and then adds his number to the first. 1ontinue for as long as you want. !e)eate S*arin$ /cti"it5: )8ave &1 coo"ies (cutouts* and say that you want to give people I each. <e want to "now how many will get coo"ies. )8ave students stand when they receive coo"ies. )As you are handing out counters say7 I started %ith 2' counters( I %ill give " counters to ))))( *o% I have '+ counters( )5epeat until you reach $. ) 8ow many counters did I start withE ) 8ow many counters did I give to each studentE ) 8ow many students have countersE ) 8ow can I write that as a division sentenceE Lesson: )Dse the 3MA5T 6oard to demonstrate using repeated subtraction to divide in different ways7 Dsing pictures7 ;roup the counters and ta"e them away until you reach ,ero. 8ave students come up to demonstrate. Dsing a number line7 3tart at the total and ma"e e!ual Cumps to the left (bac"ward Cumps* until you reach ,ero. 8ow many Cumps do you haveE 8ave students come up to demonstrate #ractice: )8and out white boards to use during practice. <rite !uestions on the board for students to solve on their whiteboards using pictures and the number line. 8ave students write the repeated subtraction sentence. )Teacher circulates and provides assistance where needed.

assessed using obser"ation on their ability to mentally add numbers 1)1$ to various numbers. )3tudents will be assessed using obser"ation on their understanding of division as repeated subtraction during whole class practice. )students who struggle will be noted for guided math.e+tra practice

numbers 1)1$ on it. )coo"ie cutouts )3MA5T 6oard7 pictures.grouping page number line !uestions page

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(losure: )<hat connections can you ma"e between division and multiplicationE 1orkstations4Gui e 0at*: )3tudents will engage in various math wor"stations. )<hile students are in wor"stations I will ta"e small groups to wor" more intensively on certain topics. 1arm u)41*at are m5 Numbers?: )Thin" of two numbers and write the sum and difference on the board. #or e+ample if the & numbers you thin" of are & and 0 then write ///J/// N - and ///)/// N 4. 8ave students try to figure out your numbers as"ing them why they chose the numbers they did. #or a challenge maybe say what the product is too. 1*ole (lass #ractice: )8and out beans to each student. )<rite various division problems on the board and have them use repeated subtraction to solve using the prompt7 how many times can I ta"e I away from I until I get to ,eroE #a)er #ractice: )8and out repeated subtraction wor"sheet (pg -3 @elson*. 3tudents wor" on the wor"sheet individually. <hen they are finished have them write ways to ma"e the date on the bac". (losure41*i) aroun : <hich division method (repeated subtraction grouping or sharing* is easiest for youE <hyE 1orkstations4Gui e 0at*: )3tudents will engage in various math wor"stations. )<hile students are in wor"stations I will ta"e small groups to wor" more intensively on certain topics. 1arm u)40at* facts race: )3tudents will be )8ave two %+% grids on the board labelled 1)% on the top assessed using

A- 5epeated 3ubtraction 4ractice

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(a) S12/T: )demonstrate understanding of division as repeated subtraction on a wor"sheet (b) )game )whole class )individual wor" )whip around

)3tudents: wor"sheets will be assessed using a teac*er mark for their understanding of division as repeated subtraction

)beans )repeated subtraction wor"sheets (nelson pg -3*

A' 4roblem 3olving)

A11 12

(a) S12/T: )fill in

)8e+agon 1hallenge wor"sheets (+&1*

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multiplication facts to %+% in Math facts race )show persistence in problem solving when using pattern bloc"s to show different ways to ma"e a he+agon (b) )game )technology )problem solving

and 1)% down the side. 3plit students into & teams. )?ne person on each team races to the board and fills in any s!uare on the math facts grid. If someone on one team notices a mista"e they can use their turn to correct the mista"e. ;oal is to fill in the grid first correctly. )This is a ODI=T game. ?ooos will give away hints to the other team. Any whispering will result in a missed turn (bac" of the line*. #roblem Sol"in$ < #attern 2lock 3e-a$on (*allen$e )4rovide students with the problem. )3tudents must use the pattern bloc"s to show - ways that they can ma"e the he+agon. 8ave students trace the pattern bloc"s on the page to save their wor". Inde#endent: Allow students to wor" independently for the first % minutes $eads do%n& butts u#: 3tudents have the opportunity to discuss with their tables how they got their answers and are permitted to copy notes as long as they are having the discussion about how to solve the problem. Teacher provides support where needed. Share: 1hoose - students to come up and show the class the different ways to ma"e the he+agon. (losure: +1all out the name of various shapes. 8ave students hold up the pattern bloc" of the shape you called. If there isn:t one have students show the number of sides it has on their fingers.

obser"ation during multiplication facts game. 3tudents who struggle will be noted. )3tudents: wor"sheets will be assessed using a c*ecklist for clear attempt at solving the problem. 3tudents will also be obser"e during the wor" time.

)3MA5T 6oard7 & %+% grids he+agon outlines and virtual pattern bloc"s to show wor" )pattern bloc"s

A1$ Different <ays to Divide 4ractice

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1orkstations4Gui e 0at*: )3tudents will engage in various math wor"stations. )<hile students are in wor"stations I will ta"e small groups to wor" more intensively on certain topics. (a) S12/T: 1arm u)47oos* Di"ision Game: )demonstrate their )8and out whiteboards. 8ave one student throw the understanding of 9oosh at the screen. That student answers the !uestion the different on the board other students answer on their methods of whiteboards.

)3tudents: wor"sheets will be assessed using a teac*er mark for understanding. @otes will be ta"en for

)3MA5T 6oard 9oosh ;ame )Division 4ractice <or"sheet

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division on a wor"sheet (b) )technology )movement )whole class )individual

)1ontinue for several rounds #a)er #ractice: )8and out Division 4ractice wor"sheet. 3tudents wor" individually on their wor"sheets. 4rovide assistance as needed. (losure: )8ave students show you how comfortable with division they are with their thumbs. 1orkstations4Gui e 0at*: )3tudents will engage in various math wor"stations. )<hile students are in wor"stations I will ta"e small groups to wor" more intensively on certain topics. 1arm+u)47im Sutton Drills: )4lay the 9im 3utton 1D and have students write the answers for J& )& and +& on - sec intervals. Discussion: ) Invite students to give real)life e+amples of arrays (3eats at a stadium a 0)pac" of pop egg cartons muffin tins. <indows* )8ave them e+plain why they might be arranged this way. (=asy to organi,e easy to stac".* )Display grid on 3MA5T 6oard )8ave a student show a 3+% array on the grid (3hade 3 rows of % s!uares* )As" what number sentences we can get from this. (3+%N1% %+3N1% 1%B3N% 1%B%N3>li"ely have to prompt for division sentences* )Demonstrate how we get the division sentences. (8ow many s!uares do we have altogetherE 8ow many rowsE 8ow many columnsE* #ractice: )Display various arrays on the board. 8ave students write on their white boards the 4 number sentences we can write for the arrays.

students who don:t understand certain methods.

A11 Division using Arrays

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(a) S12/T: )use mental math strategies to add & subtract & and double numbers heard on the cd )write the fact families for various arrays (b) )whole class )demonstration

)3tudents will be assessed using obser"ation on their mental math abilities during the 9im 3utton drills. 3tudents who struggle will be noted. )3tudents will be assessed using obser"ation during practice on their understanding of the information in an array.ability to write & multiplication and & division sentences that the array represents.

)9im 3utton 1D )whiteboards mar"ers erasers )3MA5T 6oard7 grid arrays

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A1& #act #amilies

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(a) S12/T: )write the 4 number sentences in various fact families (b) )game )whole class )tic"et out

1orkstations4Gui e 0at*: )3tudents will engage in various math wor"stations. )<hile students are in wor"stations I will ta"e small groups to wor" more intensively on certain topics. 1arm u)4/rra5s sla) race: )Display & arrays and have two students come up to the 3MA5T 6oard. 1all out a multiplication or division fact and the first person to slap the correct array wins a point. Allow each pair of students to play & rounds then have other students come up to challenge the winner. To add a challenge use 3 or 4 arrays. Discussion: Intro to Aact Aamilies for -B C )Display an array. As" students what the 4 number sentences are for that array. )As" students what they notice about the 4 number sentences for an array. (all have the same numbers*. That means that these numbers are in a fact family. )=+plain that if we have two numbers of a fact family we can always figure out the 3rd one. ?ne number tells us the groups one number tells us how many in each group and one number tells us how many altogether. 1*ole (lass #ractice )8and out white boards )Display the fact family house on the board. <rite a fact family in the roof and have volunteers come up to write each of the 4 facts and e+plain their thin"ing. All other students write the answer on their whiteboards. Hsee if students can come up with the idea that the largest number will always be the product in multiplication sentences and the first number (dividend* in the division sentence. )<rite & numbers of a fact family in the roof and have students attempt to figure out which number is missing. (losure4ticket out: +<hy do you thin" it is called a fact familyE

)3tudents will be assessed during obser"ation during practice on their ability to write the 4 fact families when given 3 numbers.

)3MA5T 6oard7 arrays.facts for slap race fact families house

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A13 4roblem 3olving

A' A11 A1&

1orkstations4Gui e 0at*: )3tudents will engage in various math wor"stations. )<hile students are in wor"stations I will ta"e small groups to wor" more intensively on certain topics. (a) S12/T: 3ook42ouncin$ Sums: )mentally add )Toss a beach ball with numbers 1)1$ on it to one random numbers student and have her call out the number that her right during 6ouncing thumb touches. 3he tosses it to the ne+t student who 3ums activity does the same and then adds his number to the first. )write the 4 arrays 1ontinue for as long as you want. for 1& and their fact families /nts #roblem: )3tudents are provided with the problem. (b) Inde#endent: Allow students to wor" independently for )game the first % minutes )problem solving $eads do%n& butts u#: 3tudents have the opportunity to )individual discuss with their tables how they got their answers and )partner wor" are permitted to copy notes as long as they are having the discussion about how to solve the problem. Teacher provides support where needed. Share: 1hoose 4 students to come up and show the class the different ways that the ants could march. 1orkstations4Gui e 0at*: )3tudents will engage in various math wor"stations. )<hile students are in wor"stations I will ta"e small groups to wor" more intensively on certain topics. (a) S12/T: 1arm u)+!e"iew: )demonstrate their )8and out white boards. understanding of )Display various !uestions on the board and have multiplication and students answer the !uestions on their whiteboards7 division in a ;rouping7 3how e!ual groups for multiplication formal assessment sentence. 3how I bears being shared e!ually for division sentence. 3how I bears e!ually grouped (b) for division sentence. )whole class @umber line7 3how Cumps for multiplication )individual sentence. 3how bac"ward Cumps for division assessement sentence.

)3tudents will be assessed using obser"ation on their ability to mentally add numbers 1)1$ to various numbers. )3tudents: wor"sheets will be assessed using a teac*er mark for their ability to find the 4 arrays for 1& and write their fact families.

)6each ball with numbers 1)1$ )Ants problem wor"sheet (+&1*

A14 A11 Assessment A1& on Mult.Div.#ac t #amilies

)3tudents: assessments will be given a teac*er mark for their understanding of multiplication and division.

)whiteboards )3MA5T 6oard7 5eview !uestions )#ormal Assessment

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5epeated7 3how repeated addition sentence for multiplication sentence. 3how repeated subtraction sentence for division sentence. Arrays7 3how array for fact family. #act families7 3how fact family house for fact family. 3how fact family house with missing number for sentence.

Aormal /ssessment: )Tell students that the following is an assessment and so you cannot help them. If they have troubles s"ip the !uestion and come bac" to it. =ncourage them to try every !uestion even if they:re unsure and to not be upset if they get stumped. )5eview the !uestions with the class e+plaining how to do each one. If they get to a !uestion and don:t "now what to do read the !uestion carefully before putting your hand up. )8ave students complete a written assessment without assistance. 1orkstations4Gui e 0at*: )3tudents will engage in various math wor"stations. !eflections4!e"isions (if necessar5B continue on se)arate s*eet):

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Unit #lan Tem)late The unit plan template is designed as a guide for students to use when planning units. The plan may be adapted to specific subCect areas and modified as students gain e+perience in each practicum. The attached sample template should be used as a basic outline. The space re!uired for each heading in the template will vary and should be adCusted as needed. The template is available on the T5D)6achelor of =ducation K 4ractica website in electronic form at http7..www.tru.ca.hse.programs.bed.practica.plans.html It is important that all areas re!uired in the template are completed and that the unit plan be sufficiently clear and detailed so that another teacher could use the plan to teach the unit. !ationale: <hy are you teaching this unitE O"er"iew7 Include a brief statement of the conte+t and structure of the unit describing the maCor concepts s"ills and.or understandings. #rescribe Learnin$ Outcomes: The Integrated 5esources 4ac"ages (I54s* define what students should learn in each curricular subCect by describing what students should be able to do. These statements are the prescribed learning outcomes of the curricula of 6ritish 1olumbia. Lour unit plan should state the prescribed learning outcomes to be taught and assessed in the unit and on which the obCectives in the specific lessons are based. Assign each learning outcome a number to be used in the F,vervie% of LessonsG. #rere'uisite (once)ts an Skills: 1oncepts to be covered and s"ills to be taught before the unit can begin. Teac*er #re)aration !e'uire : Describe the preparations you need to ma"e prior to presenting the unit. Do you need to involve other people in the planning such as the librarianE Are there materials to be gathered and websites to chec"E (ross+(urricular (onnections: <hat other curricular areas will be addressed in the unitE If prescribed learning outcomes from other subCects are specifically assessed include these outcomes in this part of your unit plan. ,-tensions to Unit: 1onsider the following !uestions7 <hat activities might you add to the unit to e+tend and.or enrich student understandingE Do you have more than one method available as a 4lan 6E Uni"ersal Desi$n for Learnin$ (UDL) an Differentiate Instruction (DI): DDA includes7 ulti#le means of re#resentation- ulti#le means of e.#ression- and& ulti#le means of engagement( DI is the process of ensuring that a student:s readiness level interests and preferred mode of learning are recogni,ed. Teachers can differentiate instruction in four %a/s: content& #rocess& #roduct& and& learning environment based on the individual learner( 8ow will you accommodate your diverse learnersE 1onsider learning styles and multiple intelligences. <hat are the individual needs within this classroom and how will you accommodate themE <hat are the adaptations and modifications needed for students with Individual =ducation 4lans (I=4s*E !esources: Aist resources used in the unit.lessons and if necessary where they can be obtained. Also list the technology re!uired. O"er"iew of Lessons: Describe the "ey elements of each lesson in a way that is easily e+panded into a detailed lesson plan. If using the Dnit 4lan Template (electronic version* add as many rows as there are lessons and e+pand the si,e of the bo+es as needed. #irst record the lesson number title and length of the lesson in minutes then list by number the 4rescribed Aearning ?utcomes that are specifically addressed in the lesson. 6riefly outline the maCor FInstructional ,b0ectives 1S234T56& Teaching Strategies 1a fe% %ords6& Lesson 4ctivities 1sufficient detail to enable another teacher to teach the unit6& 4ssessment Strategies 1include the strateg/ - the 7$o%8 and the 72hat8 /ou %ill be assessing6& and aterials8 needed for the lesson. !eflections an !e"isions: As you teach and wor" through the unit with the students record any changes you ma"e as wor" progresses. At the end of the unit reflect and record successes and any modifications you might ma"e when you teach the unit again.

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