Problem Solving: Interpreting the Remainder Lesson

Author: Ilona Loni Chasar Teaching: 2/14; 9:40-10:40 Subject: Mathematics Grade: 3; Chapin School Standards: 3.0A Represent and solve math problems using multiplication and division. Topic: Problem Solving: Interpreting the Remainder Lesson Background Knowledge: The third grade students have been working on fourth grade level
math problems. Last week I taught the students how to divide into double digit and triple digit numbers.
Objective: Students will be able to solve double digit math division problems. Materials: Singapore Math warm-up, problem, Smartboard , Worksheet, Math packet with division problems from Chapter 7, Math folder, and Math Notebook Anticipatory Set: Good afternoon boys and girls, here is your warm up, please begin to work on your problem independently. Please use your model drawing to solve. I will be walking around to see how you are working it out in your math notebooks. Walk around the room and assist students who ask for help. Solve the Math Problem Step by step with the students using the Singapore Math Curriculum on the Smartboard. The problem is: The candy shop made 400 Valentine Candies. The shop sold 5/8 of them before Valentines Day and 1/5 of the remainder on Valentines Day itself. How many Valentine candies were left after Valentines Day? Answer: After Valentines Day 120 Valentine candies were left. Procedure: Sometimes when we are dividing we have problems that do not divide in evenly so we have remainders. If we are solving a problem that involves people going on a trip we cannot leave anyone behind so we would have to add another van to take people on the trip. Complete a few math problems with the students on the Smartboard with remainders and have them solve the problems on the worksheet distributed. Now that we have worked on a few problems together please finish this sheet independently for twenty minutes. When you have completed the problems please work on the problem we have been working on in groups. In twenty minutes we are going to come together and play a fun division game in small groups with cards. Conclusion: Boys and girls you did well working the problem out with me on the Smartboard, please take time to check your work and remember it is not a race, it is about getting the problems done correctly the first time.

The homework assignment is the 12 question worksheet. Assessment: Check the sheets of paper the students were to independently complete and the homework which was assigned and will be collected on Wednesday 2/15. Reflection: Out of the two examples I taught I thought the example with the pounds of grapes was a hard concept for them to grasp because they were not sure if they could split a pound. Although the students were calling out, they were feeding off of each other by discussing a pound can be separated. The papers overall took the students longer than expected, but some students did finish all of the problems while other students only completed 9 problems. There were two I thought the students may have had a hard time with, but they only expressed concerns with one and I thought they did well on the remaining problems. The students had trouble with number 5 because they did not realize it was a multi-step problem. After reviewing the papers I noticed very few errors or small errors, but an overall improvement from the last problems they solved with remainders. Although I knew the sequence of the lesson and what I would pull up on the Smartboard, I should have included it in my lesson. Only one student got to the black whole paper where they had to match the problem with the answer, but I thought the pattern was too easy to figure out. The students loved the game with dividing, but one group was struggling so I sat in with them as they were working.
Supervisor Comments: I observed Ms. Chasar on Tuesday, February 14, 2012 for an hour Math lesson. We met to review the pre-observation she had submitted. The class is an enriched group of 12 students in 3rd grade, working on 4th+ level using Singapore Math techniques. Good progress is noted! Standards #1, 2 & 3 - Ms. Chasar complements the students' abilities and styles very well. The students solved problems in diverse ways, which she accepted if they could explain their reasoning. She encouraged individuals to work through difficult spots by applying more effort. At one point during the lesson she requested other students to offer help, a good method to engage more students and check for comprehension. The students responded to Ms. Chasar respectfully. Standard #4 - To ensure her understanding of Singapore Math, Ms. Chasar has been solving all problems when the co-op is teaching. She also solves all problems of her Math lessons during planning to ensure understanding of this method that is new to her. Standard #5, 6 & 8 - Using the Smartboard, Ms. Chasar began the lesson with problems for all to do using remainders in division. They then worked independently with teacher supervision to practice the application of remainders in everyday situations. To practice division skills, Ms. Chasar ended with a card game where the students utilized small white wipe boards. The game was eagerly received by the students. Have you considered determining the groups before an activity? The worksheets were collected to assess if more direct instruction would be necessary. Standard #7 -Plans were received in a timely manner. Anticipatory set and conclusion were clear and appropriate. More work is needed on listing the procedures in order. Think about if a substitute walked in and had to follow your plan. Would they have the information needed? We discussed ways to show this in a plan. Good planning was evident in the execution of the lesson. This is interesting, as the co-op's school does not require teachers to have written plans. Standards #9 & 10 - Ms. Chasar shared her written reflection with me. All of the reflections in her binder show an awareness of improvements that could impact future lessons and of areas that worked well. Collaboration between the co-op and the other 3rd grade teacher is evident. Ms. Chasar's enthusiasm and willingness to pitch in, attend evening events and listen is well-received. Ms. Carol Kinney, head of the lower school also expressed her appreciation for Ms. Chasar's hard work and good attitude. Ms. Chasar and I had the opportunity during our post-observation time to discuss a Language Arts lesson she would be presenting in the afternoon of February 14 on limericks. She will be setting up a bulletin board as a culminating project to that lesson. She has begun her Case Study and I encouraged her to discuss with Dr. Gespass how she should proceed, since she will be changing schools mid-term due to the Special Ed component.

Name: ________________________________________________________________________________ Date: ___________________ 1) A container with 150 ounces of juice will be on a table. If the juice is shared equally, how many 6 ounce cups will be poured?

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Name:___________________ _______________________________________ Date: 2/14/12