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# Lesson Plan adapting an idea from Strategies that work, p

By Sherry Shaw,2014-04-10 18:23
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Lesson Plan adapting an idea from Strategies that work, p

Naomi Levine

Mathematics Institute

Literacy and Literature Lesson Plan

July 11, 2006

Lesson Title: The doorbell rang. Now what? Grade Level: 3

Introduction: The students are beginning to work with the concept of division. They are familiar with the concept of equal share. The class is familiar with working with a math partner and writing in their math journals. The picture book, The Doorbell Rang will be the basis for the

lesson. In the story Sam and Victoria’s mother baked twelve cookies. They decide how to divide

the cookies equally. Before they eat the cookies the doorbell rings. It is their next door neighbors Tom and Hannah. They again decide how to divide the cookies when the doorbell rings. It is Peter and his little brother. They decide how to divide the cookies when the doorbell rings yet again. It is Joy and Simon and their four cousins. They go through the same process of deciding how to divide the cookies. The doorbell rings. This time it is their grandmother with a new tray of cookies. The students will use a graphic organizer to keep track of the division problems. They will also write a story problem based on how many cookies they think the grandmother brought.

Objectives:

The student will be able to demonstrate the concept of division as sharing. The student will be able to use an appropriate method to solve the problems about the cookies. The student will be able to represent the problem in a story problem.

Materials:

Book: The Doorbell Rang by Pat Hutchins ISBN 06880-92349

Pencils

Plastic counters

Rubric for each student

Graphic organizer for each student

Math journals

Word wall strips

Standards:

Pa Standard 2.2. Computation and Estimation

D. Demonstrate the concept of division as repeated subtraction and as sharing. F. Determine the reasonableness of calculated answers.

Pa Standard 2.5 Mathematical Problem Solving and Communication

C. Select and use an appropriate method, materials and strategy to solve problems, including mental mathematics, paper and pencil and concrete objects.

NCTM Process Standard: Connections, Communication, Representation

Connection To Math Institute: The main idea for this lesson came from Dr. Honi Bamberger bibliography for books and suggestions for lesson ideas. I’ve also incorporated using a math

word wall. These and other connections to the institute are in bold print.

Assessment Plan:

Pre-assessment

Ten days prior to the lesson the students will be asked to write in their math journal a

Formative

During the math lesson on division the teacher will circulate around the room observing

the students work with the counters. She will check to make sure they are dividing

equally.

Post-assessment

The students will solve problems on the graphic organizer and write a story problem

about dividing the cookies in their journals. The journals and graphic organizers will

become the assessment. A rubric will be used to score the problems.

Procedures:

Before:

1. The teacher will read the book, The Doorbell Rang, by Pat Hutchins to the class.

2. The teacher (T) will use the overhead to help tell the story.

3. The T will use colored markers to symbolize the divider, dividend and quotient.

During:

4. The teacher will tell the students that they are going to create some problems

together before they work in their math groups.

5. Use the overhead counters to help with the problems. Ask for a volunteer to suggest

6. Ask for a second volunteer to come up to the overhead and write a problem

explaining how many people had to divide up the cookies. The class can decide for

example that the grandmother and mother are also eating cookies.

7. The teacher will model how to use the graphic organizer to record different ways to

8. After the students see the T model several problems talk about whether the answers

seem reasonable.

9. Next the teacher will distribute plastic counters to each of the students. The teacher

will make more counters available for those students who want to experiment with

10. The T will tell the students to pretend the plastic counters are cookies. They are to

explore ways to share the counters equally.

11. The teacher will distribute graphic organizers to help the students’ do the problem

associated with the book.

12. The teacher will circulate around the classroom to answer questions and to

challenge the students to think of different ways to divide the counters.

13. The T will ask students to do a double clap if they hear the sound of her voice.

The teacher will ask the students to do a triple clap if they can hear the sound

of her voice.

14. The T will ask the students with words and sign language to do a think, pair

share about the different ways to divide the cookie counters. The students will

be encouraged to use the overhead to demonstrate their thinking.

15. The T will write a story problem with the class using the theme: The doorbell rang.

She will ask for volunteers to provide the structure of the story.

16. She will prompt the students until she gets information about the number of

children and the number of cookies.

17. The teacher will then instruct the students to write a story problem in their Math

journal using the doorbell rang theme. They may work with a partner, or in a small

group

18. The students will share the story problem with their Math partner and answer each

other’s problem.

After:

The teacher will define the words divisor, dividend and quotient. The T will ask a student to put the words divider, dividend and quotient on the word wall.

The students will be asked to write the words in their math journals.

References:

Inspired by: Dr. Honi Bamberger’s lecture on Literature and Math at the 2006 Math Institute,

Dr. Joan M.Kenney’s work on Literacy presented at the 2006 Math Institute,

Generalized scoring rubric presented at Math Institute 2006 Assessment tools handouts.

Hutchins, Pat. (1986). The Doorbell Rang. New York: Greenwillow Publishers.

The Doorbell Rang Rubric

Name______________________ Date_______________

1. Low response

; Shows little grasp of the concept.

; Communicates poorly.

; Does not explain problem.

2. Medium response

; Shows some understanding of the concepts.

; Communicates with some difficulty.

; Explains problem.

3. High Response

; Shows understanding of the concepts.

; Communicates effectively.

; Explains problem in detail.

4. Exceptional Response

; Shows complete understanding of the concepts.

; Communicates flawlessly.

; Explains problem in detail with suggestions for solving.

Student score______________

Graphic Organizer for The Doorbell Rang

Name______________________ Date____________

Write a math problem for each box and solve. Check your work. Make sure it is a reasonable

How many cookies did mom bake for The doorbell rang. Tom and Hannah came

Victoria and Sam? If Sam and Victoria over. Now Victoria and Sam have to share

shared the cookies equally, how many equally with them. How many cookies will

cookies did they each have? they each get?

The doorbell rang. Peter and his little The doorbell rang. Joy and Simon and their brother joined Victoria, Sam, Tom and four cousins join Victoria, Sam, Tom, Hannah. How many cookies will they each Hannah, Peter and his little brother. How

get? many cookies will they each get?

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