MATHEMATICS UNIT PLANNER

Topic: Division

Year Level:

Term: 4 Week: 8

Date: November/December 2015

One
Key ideas:
Sharing

When we are sharing our groups must be

equal.

When we share we divide our total

amongst a set amount of people/things
fairly.

Dividing
Remainders
Groups
Equality

Use concrete materials to help model

sharing questions.

Use special language to show show

others how you have divided a total such
as one-to-one, grouping etc.

When the total is not shared equally you

are left with remainders.

Fair

Key skills to develop and practise:

Key AusVELS Focus / Standard:

Key mathematical understandings:

Use everyday materials (icy pole sticks, blocks and counters) to aide
in the early stages of dividing a total number of items amongst a set
number of people/ groups

Sharing materials equally doubling checking the number of items in

each group

Use the key terms shared by when talking about the division symbol

Count collections to 100 by partitioning numbers using place

value (ACMNA014)
Represent and solve simple addition and subtraction problems
using a range of strategies including counting on, partitioning and
rearranging parts (VCMNA089)
Represent practical situations that model sharing (VCMNA090)
(Focus area: 3.2)

Key equipment/resources:
(Focus area: 3.4)
Interactive Whiteboard
The red shed
The Doorbell Rang By Pat
Hutchins
Unifix cubes
Pens/ Pencils
Unifix cubes
Circles
Pizza circles and ingrediants
White boards
Counters

Key vocabulary:
Sharing
Equal
Remainder
Divide
Division
Division symbol
Fair

MATHEMATICAL
FOCUS
(what you want the children to
come to understand or
appreciate)

Session 1
Introduction of the
unit students
becoming familiar
with the key ideas
and terms of sharing.
Focus area: 3.2

TOOLS SESSION

TUNING IN

INVESTIGATIONS SESSION

REFLECTION SESSION

(a short, sharp task

relating to fluency in mental
computation or the focus
of the lesson)

(WHOLE CLASS
FOCUS)

(INDEPENDENT
LEARNING)

(SHARE TIME AND

TEACHER SUMMARY)

(sets the scene/ context for what students

do in the independent aspect. e.g., It may
be a problem posed, an open-ended
question, modelling the use of material or
reading a story)

(extended opportunity for students to work in

pairs, small groups or individually. Time for
teacher to probe childrens thinking or work with
a small group for part of the time)

(focused teacher questions and

summary to draw out the
mathematics and assist children to
make link/s)

Introduce key terms

- Division (the action of
separating items into
different groups)
- Sharing (giving an
amount of something to
someone else)
(What do they mean and how
do we share?)

Place a number of hula hoops on

the ground and pose the following
questions

What strategies did

you use to help you share
the unifix cubes?

Give each student an A4 piece

of paper for a pre assessment
of their current understanding
of division.

Students regroup on the floor in a

large circle. Using concrete
materials demonstrate the
concept of sharing using the unifix
blocks and two/three large circles.

Warm up activity,
students count by
5s each person
who lands on a
multiple of 50 has
to sit down.
E.g. 50 100 150
etc.

Write the following

sentences on the IWB
6 oranges shared between
3 people how many
oranges does each person
get?
Sally brought 10 apples at
the market she wanted to
share them with her two
friends how many apples
does person get? 10/2= 5
apples each.
I have 20 lollies and need
to make four lolly bags
how many lollies are in
each bag?
(Students then demonstrate
their understanding by drawing
pictures, number sentences, or
diagrams)

CONCRETE/HANDS ON
MATERIALS
(Focus area: 3.3 and 3.4)

Share bag one: 20 unifix cubes,

how many does each person get?
Share bag two: 24 unifix cubes,
how many does each person get?
Share bag three: 30 unifix cubes,
how many does each person get?
With a small whiteboard show
students this worded problem as
a sum highlighting how 20 shared
between two people

How were the unifix

cubes useful when you
What have you learnt
about sharing?

ASSESSMENT
STRATEGIES
(should relate to objective.
Includes what the teacher will
listen for, observe, note or
analyse; what evidence of
learning will be collected and
what criteria will be used to
analyse the evidence)

Collection of students
pre assessment
sheets, analyse for
future lessons.

Session 2
Students apply their
new knowledge to
real life questions
and sharing concrete
materials equally
amongst a number of
groups.
Focus area: 3.2

Warm up activity
students stand in
two lines one by
one each pair
approaches the
front where they
are asked a simple
addition question
e.g. 3+2 the first of
the pair to answer
it goes back to the
end of the line and
the other goes
back to their desk.
Last person
standing in the line
wins.

Recap what students had

learnt in the previous lesson.
And give at least two examples
on the IWB students come
up and help share a selection
of concrete materials found in
the room.
(Focus area 3.4)
Discuss how to use the
symbol for division

In pairs:
Meg won 24 chocolate frogs at
the fair she wanted to find out
how many different ways she can
share her choc frogs.
123456789-

24
12
8
6
0
4
0
3
0

1-2 people per table share

how they worked out all
answers and how they
know they have found
everything.

Informal anecdotal
notes of students
working in pairs.

Discuss what you have

learnt
What are you still
confused about
What are you still
wondering

(Focus area: 3.4 and 3.5)

Jigsaw groups students join
with another pair to see if they
have found all possible ways to
share the chocolate frogs.
Small focus group: Small pull out
group 4-5 children working
through the question.

Session 3
Reintroducing key
terms/ methods of
working out simple
sharing problems
using concrete
materials and visual
stimuli to aide in open
task problems
Focus area: 3.2

Play maths game

buzz to introduce
the lesson and I
am thinking of a
number if there is
extra time.

Recap previous lessons

content
(Focus area: 3.3)
Students on the floor in pairs
sitting in a circle
Each pair has a plate/ a
whiteboard/ whiteboard
marker/ and counters on their
plates
-

Teacher poses questions

such as

If needed do a second problem

for students to solve as extension
Students then go back to their
desks continuing the question
from yesterdays lesson.

What have you learnt

about the sizes of
groups?

Find one more way you can fairly

share my chocolate frogs.

What did you learn

from todays lesson

e.g.
123456-

What strategies did

you use

24
12
8
6
0
4

Anecdotal notes of
students working in
pairs,
Write down the
combinations that pair
got, how they worked
it out, and what
strategy they used to
help them
e.g. using concrete
materials, drawing
circles on their
whiteboards and
sharing one by one.

Count out 12 lollies

(counters) and share them
between 3 people
(Students draw three circles
and share the counters
between the three circles)

7- 0
8- 3
9- 0
As students find more
combinations write them on the
board.

Then say count out 12

counters (lollies) and share
them between 6 people how
many lollies does each
person get
Which group would prefer to
be apart of? And why?
Session 4

Math warm up
game.

Identifying simple
sharing problems
through cross
curricula links.
Understanding ways
of sharing worded
problems using
concrete materials

(group sizes)
Recap key words
Read Aloud:
The Red Shed- by
read the book once for
enjoyment.
(Focus area: 3.3)
Next time (students gather in a
round circle) read the book
again but work out as a class
each problem solved in the
narrative

Focus area: 3.2

Use icy pole sticks

Unifix cubes
Wooden blocks

Session 5
Identifying simple
sharing problems
through cross

Top Marks
Grouping

Explore each sharing

problem as a class, using
concrete materials
1. Icy pole sticks 18/3 = 6
2. Unifix blocks 24/3 = 8
Wooden blocks 9/3= 3
Sharing- Think of activity

In pairs students make their own

3 page book for another pair in
the classroom to solve

Pairs share some of the

sentences they had
made.

Observation of
students working
and exit pass.

Challenges students
had with other students
questions.

Exit pass what have

students learnt from
todays lesson.

Each page contains a drawing

and three different sentences for
another pair to solve (sharing)
Have a range of maths
resources out on the floor for
students to use practice their
sentences
Example sentence
I have 12 lollies and 3 friends how
many lollies does each of my
friends get (picture of the lollies
and three friends)

Pairs swap their sharing stories

(made during session 3) and use
unifix cubes to solve the other
pairs worded problems.

strategies they used to

curricula links.
Understanding ways
of sharing worded
problems using
concrete materials.

solve their peers

questions

Focus area: 3.2

Session 6
Identifying simple
sharing problems
through cross
curricula links.
Understanding ways
of sharing worded
problems numerous
ways using concrete
materials

Top Marks sharing

(Focus area 3.4)

Focus area: 3.2

Recap previous lesson, and

what students had learnt.

Make classroom display see

appendix 1.

Read aloud: or show students

the book through the YouTube
link
http://www.australiancurriculu
mlessons.com.au/2014/01/25/t
he-doorbell-rang-a-lesson-onmultiplication-division-andliterature/
When the doorbell rang. By
Pat Hutchins

In table groups give students a

problem

For the second time read and

solve as a class the problems
within each page of the book.
(use the 12 cookies that have
been made and laminated)
1. 12/2
2. 12/4
3. 12/6
4. 12/12
5. Grandma lots of cookies.
(use appendix 1)
(Act out as a class 12 people)

Session 7
Students will

Play I am thinking
of a number
between 1-100

Re-read/ watch to refresh

students memory of the story.
http://www.australiancurriculu
mlessons.com.au/2014/01/25/t

e.g. table 1. (4 students)

16 cookies shared between four
table 2. (4 students)
24 cookies shared between four

How did you work

together as a group to
solve the problem?

Anecdotal notes
against the following
criterion

How do you know you

have shared your cookies
equally?

1. Students are able

to see equally
divide their
cookies amongst
the set number of
people
2. Students are able
to write a
supportive
sentence to
indicate the end
result of their
sharing (how
many cookies per
person)
3. How they interact
with the concrete
materials to
support their
counting
4. Do their pictures
support their
answer?

Did anybody have any

remainders?

table 3 (3 students)
9 cookies shared between three
people
table 4 (6 people)
18 cookies shared between six
people
table 5 (4 people) 20 cookies
shared between five people
colour in person, paste the plate
on and students draw how many
cookies they get out of the whole
set of cookies for the table.
Write a supporting sentence
e.g. 20 cookies shared between 4
people is 5 each.
***Finish off classroom
displays***

Students gather around

each table, the people on
that table explain how
they worked the sharing
out and students

Observations of table
groups sharing their
cookies.
Where the cookies

Session 8
Identify remainders in
a set of sharing
questions and how to
work with remainders
in sharing questions
Focus area: 3.2

Odd/ even
Can be divided
by
Higher/lower than
50 etc.

he-doorbell-rang-a-lesson-onmultiplication-division-andliterature/

Warm up activity
students stand in
two lines one by
one each pair
approaches the
front where they
are asked a simple
addition question
e.g. 3+2 the first of
the pair to answer
it goes back to the
end of the line and
the other goes
back to their desk.
Last person
standing in the line
wins.

Remainders Discuss what

remainders are and do an
example on the board
e.g. 13 apples shared with 3
people.
4 groups of 3 and one
remainder.
Then go to:
http://www.topmarks.co.uk/Fla
sh.aspx?f=sharingv2
Top marks remaindersinteractive students come up
and work through the problems
as a class.

Trembling towers
Students individually go back to
their desks with a few handfuls of
unifix blocks. (at least 20-30 each
Tell students to make one tower
with all of their unifix cubes.
Roll a dice and if the dice lands
on a 3 or a 6 then yell out
trembling towers. (Trembling
towers means their towers come
crashing down and they have to
make a smaller group of towers
based on the number of groups
you yell out and how many unifix
cubes they have.
e.g. students may have 20 cubes
and they are asked to make 3
groups/towers.

discuss whether or not

they agree with the final
shared cookie numbers
that the table has drawn
on their posters.

shared evenly? How

did students prove
this?
Able to argue why/
not a table has shared
their cookies equally

What strategies did

you use to help you work
out if you had a remainder
or not.

Observations taking
anecdotal notes on 56 students.
-

What did you do when

you realised your towers
werent even/ fair what did
you do with your
remainder?
Why didnt you just add
the extra cubes to one of
the towers?

Notes about
strategies each
student uses to
share
Strategies used
when finding out
shared total has
a remainder
How they divided
their towers up.

(look to see who/ who hasnt got

any remainders after the
trembling towers.)
repeat x4/5 times etc.
Session 9
Students able to
identify wether or not
a particular sharing
question is fair/unfair
and if there are any
remainders.
Focus area: 3.2

Division fruit
shooter
Basic division
questions
8/2 = 4 etc.
http://www.sheppa
rdsoftware.com/ma
thgames/fruitshoot/
fruit_shoot_divisio

Whole class division of

themselves.
e.g.

Set up five different work stations

each containing a different
number of pizzas

- Can you get into five equal

groups.
- Can you get into three equal
groups
- Can you get into seven equal
groups.

(Emphasis on equally sharing/

fairness and what to do with
remainders)
CONCRETE MATERIALS
Work station 1. Two pizzas

Go through the answers

on each worksheet, did
everyone have _____ as
their answer? Why/why
not?
What strategies did you
use to work it out?

Collection of students
sheets against a set of
criterion.
Identified a
remainder as an extra
that could not be
divided equally
Each pizza had
equal amounts of

n.swf
Etc.
What do you notice about
these groups? Are they even?
Are there any remainders?
What happens if our groups
have different numbers? Are
they fair?

Ingredients to share
6 slices of ham
9 pieces of pineapple
8 pieces of tomato
7 cheese slices
Work station 2. Three pizzas
10 slices of ham
12 pieces of pineapple
9 pieces of tomato
6 cheese slices
Work station 3. Four pizzas
12 slices of ham
9 pieces of pineapple
13 pieces of tomato
8 cheese slices
Work station 4. Five pizzas
6 slices of ham
9 pieces of pineapple
8 pieces of tomato
7 cheese slices
Work station 5. 6 pizzas
6 slices of ham
9 pieces of pineapple
8 pieces of tomato
7 cheese slices

ingredients
Used either of the
following strategies to
divide the ingredients
amongst the pizzas
(Sharing one by one,
or counting the whole
and dividing in groups)
Student
understands the
concept of division as
being fair and can
explain how they know
they have equally
shared the ingredients
amongst the pizzas.

And give each group a sheet to fill

out to show how much each
ingredients each pizza had and if
there were any remainders.
See appendix 2.
(Groups rotate through each
workstation)
Session 10
Writing division
sentences to support
the pictures.
Focus area: 3.2

Top marksSharing online

division game.

Practice writing out sentences

as a whole class to support the
pictures.

Division worksheet see appendix

3.
Students work through the sheet
provided in appendix 3 and are
required to either write a
supporting sentence or the
equation out.

What does the 12 the

division symbol and the 3
tell you in your sentence?
Is there something that
you are still wondering
about sharing?

Exit pass and

collection of students
work samples against
a rubric.

J J J J| J J J J | J J J J
e.g.
12/3 = 4
12 smiley faces shared
between three groups fairly
equals 4.
Session 11
Play 21
Students highlight
what they have learnt
Focus area: 3.2

Appendices
Appendix 1

Top-Marks sharing as a whole

class on the computer.

Final Assessment What

students now know about sharing.
(Poster)

What is something that

you have learnt that you
didnt know prior to this
sharing unit of work?

Collection of work
samples comparing
against their initial preassessment

Appendix 2.
The Doorbell Rang Work Table

By Pat Hutchins

People at the Table

Number of Cookies for Each

Division Problem

Victoria & Sam

Victoria, Sam, Tom, Hannah

Victoria, Sam, Tom, Hannah,

Peter, and Little Brother

Victoria, Sam, Tom, Hannah,

Peter, Little Brother, Joy,
Simon , and 4 cousins

Appendix 3
Name:___________________________
Pictures

Write down the equation or a division sentence to support

the picture.