MTH 222-01 & -02 Fall 2015 Name: Heather Ferris

Tutoring - Lesson Plan II

Mathematical Topic Being Explored: Concept of Division with remainders

Student Mathematical Learning Goal:

I can represent and solve division word problems by using open arrays.

CCSSM Content Standards Addressed by the Learning Goal:

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.

Justification for Learning Goal:

Michael showed that he understood the concept of partitive division dealing with solving
word problems. When solving the problems he didnt draw pictures, instead he just wrote
repeated subtraction to solve how many times a number divided into another number.
With this learning goal I am hoping that he will be able to solve the problems using arrays
to explain to me how he got his answers.

Materials Needed:
-Dice
-Array paper
-Blank paper
-Book and questions
-Dividing up our apples activity

Lesson
All activities need to focus on helping the child develop and/or extend her/his conceptual
understanding of the mathematical topic (concept of division) by engaging the child in
reasoning and problem solving through open arrays.

Activity 1 Actively Exploring Mathematics Through Word Problems & Childs

Literature
Activity Description
In this activity the child will be asked to solve multiple word problems that are based
on the book that I have chosen and that I will bring to class. This book is called, One
Is a Snail Ten Is a Crab. These problems will help the child focus on the property of
partitive division while also being able to relate them to the book that we will have
read together in the beginning of the lesson.

Piece of Childrens Literature

One Is a Snail Ten Is a Crab
By: April Pulley Sayre and Jeff Sayre
Illustrated by: Randy Cecil

Revised 9-23-15 (NKM)

MTH 222-01 & -02 Fall 2015 Tutoring - Lesson Plan II 2

Word Problems
1. Michael went to the park and saw ten dogs. Together that makes forty legs. If
he wanted to replace the dogs with people, how many people would he need to
make forty legs?

402= 20

2. Michael was at the beach. He saw four crabs. If he wanted to replace those
four crabs with five of another animal from the book, which animal would he
need to have?

Spider: He would need 5 spiders. That is equal to 40 legs.

3. Michael found five insects flying in his house. If he divided that total number of
legs by three, what is that answer and what animal gives you that number of
legs?

The answer is 10 and a crab gives you that number of legs.

4. If Michael found 6 spiders while playing on the soccer field, how many legs
total, including his own, were there?

6x8= 48+2=50

If he wanted to replace those spiders with dogs, how many dogs would he
need to make 48 legs?

484= 12 dogs

5. Michael was on a fishing boat and they caught eight crabs. How many insects
would Michael need in order to have the same amount of legs as eight crabs?
Are there any snails?

Michael will have 13 insects and 1 snail to equal 80 legs.

Activity 1 Modifications & Extensions

Modification If the problems seem to be too challenging for the student, I will go
back through the book with them step by step and show them how I made up the
problem. Meaning they would have the book as a visual to see where I got the
numbers that I did and why.
Example: Question #2: I would go back through and show him all the different
animals over again so that he had a visual of how many legs each animal has. This
will help him decide which animal he needs to pick.

Extension In addition to the original word problems that I have come up with, I will
ask the children to come up with a few on his own as an extension. I will use this to
test his knowledge and see if he truly understands the concept of division or if he
still needs practice.
Example: He could ask, If I had six crabs and divided them in half, how many
legs would I have now?
Six crabs= 60 legs
602= 30 which would be the same as 3 crabs

Revised 9-23-15 (NKM)

MTH 222-01 & -02 Fall 2015 Tutoring - Lesson Plan II 3

Activity 2 Activity to Develop Mathematical Concept and/or Make Connections

Title of Activity
Division Using Arrays

Activity Description
In this activity the child will have to make arrays to represent each division problem
that we will create. The child will take a die and roll it twice, he will take both those
numbers and combine them together for the first two digit number. Then he will roll
it again for the single digit number that he will be dividing into the bigger number.
After he has the numbers he must make an array of the problem and explain how
he got his answer. His answers and arrays will be represented on grid paper that
will be given to him.

Justification for Activity:

I feel like this activity is a great demonstration on how to work on solving
division problems with arrays. It helps the student, not only solve the problem
that is at hand, but also shows them why they got the answer they did with a
great visual representation that they created themselves.

Activity 2 Modifications & Extensions

Modification If this seems to be too challenging for the student I will have the
student make up his own problem to solve. If that still seems to be too difficult then
I will have the student work backwards. I will have him do a few arrays using
multiplication instead of division and I will explain the relationship between the two.

Extension If it needs to be more challenging I will have the child use a blank
array. Meaning there will not be lines or boxes provided for him. He will need to
construct his own array. This makes it more difficult because it will make him think
deeper about the problem and on how to construct it.

Activity 3 Activity of Choice

Title of Activity
Dividing Up Our Apples

Activity Description
First the student will roll their die. They will then draw that many baskets on
their sheet of paper. Next they will need to take the amount of apples that was
listed in the problem and draw them inside the baskets, dividing them evenly
among all the baskets they drew. Each basket has to have the same amount of
apples. The apples left over are the remainder apples. Next the child will fill in
the boxes (on the worksheet given) with the number each asks for.

Revised 9-23-15 (NKM)

MTH 222-01 & -02 Fall 2015 Tutoring - Lesson Plan II 4

Activity 3 Modifications & Extensions

Modification If the problems seem to be too difficult for the student then I will
have him draw out all the apples in the very beginning. This will help him see how
many apples he is working with. Also that way he can easily do repeated
subtraction to see how many apples go in each basket.

Extension If the problems are too easy for the student then I will have him not
only solve the problems given on the worksheet, but also have him make arrays for
each answer as well. He will then need to explain why he got the answer he did.

Revised 9-23-15 (NKM)