Lesson Plan adapting an idea from Strategies that work, p

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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.


    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.


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


    Plastic counters

    One blue overhead marker

    One green overhead marker

    One red overhead marker

    Rubric for each student

    Graphic organizer for each student

    Math journals

    Word wall strips


    Pa Standard 2.2. Computation and Estimation

    2.2.3. Grade 3

    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

2.5.3. Grade 3

    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:


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

    story problem about sharing cookies. The students will be asked to define division.


    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



    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.



    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.


    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

    how many cookies were on grandmother’s cookie tray.

    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

    divide the cookies.

    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

    large amounts of cookies.

    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


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

    other’s problem.


    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.


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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