Week 1:  Intro to Division & Connecting to Multiplication

      Week 1        Week 2        Week 3        Week 4

Introducing Division

Math Expressions, Unit 1

THE WEEK AT-A-GLANCE

• The Doorbell Rang
• ​​Everybody Wins
• The Remainder Game
• ME Unit 1, Lesson 1.4 - The Meaning of Division
• ME Unit 1, Lessons 1.5 & 1.6 - Multiply and Divide with 2s & 10s
• ME Unit 1, Lessons 1.7 & 1.8 - Multiply and Divide with 7s & 9s

Lesson 1 (2 Days): The Doorbell Rang
Number Talks:
Day 1:  Mrs. Romero has  14 balloons and wants to share them equally with 7 friends.  How many balloons does each friend get?

Day 2:  35 - 19 =

Main Lesson:
Source
Introducing Division by Marilyn Burns, Chapter 3, p. 20

The Doorbell Rang
The Doorbell Rang, by Pat Hutchins, introduces the lesson and provides the context for teaching students to connect division notation with problem situations.  The lesson also helps children learn about remainders and how to record them and see how division and fractions are connected.  After hearing the story, students retell it with division sentences and draw pictures to show their understanding of the notation.  Also, each child invents a sharing problem and writes a one-even sequel to the story.

Math Focus Points

• Interpret, model, and solve division situations.
• Connect standard division notation with problem situations
• Notice a relationship between multiplication and division.

Differentiation
After students represent and write equations for each sharing situation in the story, the will have 3 boxes left on their paper to make 3 more sharing cookie situations.

• Some students can simply choose how many cookies grandma brings and how many people they want to share them with. (we will assume the 12 cookies on the first plate have already been eaten)
• Some students might need more structure.  You can offer a set of problems for them to choose from: 
  • 10 cookies shared with 5 kids
  • 15 cookies shared with 3 kids
  • 24 cookies shared with 4 kids
  • 14 cookies shared with 7 kids
  • 18 cookies shared with 2 kids
• For students who need a challenge and have mastered the original task, we can provide situations where there is a remainder that has to be cut apart:
  • 4 cookies shared with 5 people
  • 3 cookies shared with 4 people
  • 2 cookies shared with 3 people
  • 13 cookies shared with 4 people
• See extension on page 34 of the lesson for another challenge.

Formative Assessment: 
Day 1:  Look at their papers for accurate drawings, representations of the sharing, and equations.

Day 2:  Exit Slip - What did you learn about division in the cookie sharing activity?

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The Lesson Plan for Dividing Cookies from 3rd Grade Lesson Study (ignore the name of the file):

dividing_cookies_spanish_worksheets.docx
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the_doorbell_rang.pdf
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the_doorbell_rang_division.pptx
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Math Workshop Items

Multiplication Tic Tac Toe -  Differentiated

multiplication_tic_tac_toe.pdf
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fact_practice_weekly_plan.docx
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Play Division Arrays

playing_division_arrays_printables_lesson_2-10.pdf
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division_arrays_directions.pdf
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Engaging Lesson & Notes

Lesson 2: Everybody Wins
Source
Introducing Division by Marilyn Burns (Chapter 1, p. 1)

Everybody Wins
The book Everybody Wins!, by Sheila Bruce, provides the context for this lesson.  Friends in the story figure how to share pizzas, baseball tickets, bubble gum, and more.  Students solve and discuss eleven real-world division problems and learn ho to represent each division situation mathematically.  Students then figure out all the ways to share twelve items so there are no leftovers.  The lesson gives students experience with the sharing or partitioning model of division.

Tips for reading the book (pause, ask questions, record what students share - see notes from the lesson)
Stop on page 7:  What is the math situation?  How many frozen pizzas will they each get?  How do you know?
Stop on page 10:  What is the math situation?  How many bags of marshmallows will each kid get?  How do you know?
Stop on page 11 - similar questions
Stop on page 12 - (note - there will be a remainder in this situation - 24 divided by 20)
Stop on page 15, etc.  You don't have to read the whole book - maybe spread it across  a couple days.

Math Focus Points

• Interpret, model, and solve fair share situations.
• Explore how to find all the ways a given number of items can be shared fairly with a given number of people.

Formative Assessment
Exit Slip- There are 20 slices of pizza and four friends.  How many slices of pizza will each friend get?
​Practice
Choose the number 18 and have the students make sense of the different ways to divide it. Ex:18/2=9, 18/3=6. Looking numbers without a remainder.
​Materials

everybody_wins.pptx
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everybody_wins.pdf
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Math Workshop Items

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Engaging Lesson & Notes

Lesson 3: The Remainder Game
Source
Introducing Division by Marilyn Burns (Chapter 5, p. 48)

The Remainder Game (aka The Game of Leftovers)
 This game of chance gives children experience using the sharing model of division to divide quantities of color tiles into equal groups and think about remainders.  Starting with fifteen tiles, the children play in pairs and take turns rolling a die sharing the tiles among many groups and keeping the tiles that are left over.  They record a division equation for each roll.  children extend the game by creating their own dice and choosing how many tiles they wish to start with.

Math Focus Points

• Share quantities fairly between groups
• Make sense of remainders
• Notice the relationship between multiplication and division
• Make sense of dividends and divisors and their resulting quotients (remainders?  no remainders?)

Formative Assessment

​Practice

​Materials

the_remainder_game.pdf
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Math Workshop Items

Comments, Student Work Samples, Photos, Videos . . .

Engaging Lesson & Notes

Lesson 3
Source
Math Expressions, Unit 1, Lesson 4 (TE p. 33)

The Meaning of Division
 Students explicitly explore the relationship between multiplication and division.

Math Focus Points

• Relate division to multiplication with an unknown factor.

Formative Assessment
Exit Slip- 15/5, 5 x __=15, 10/5, 5 x __=10
​Practice
Student Activity book pages 24, 25

​Materials
Math Expressions Volume 1

Math Workshop Items

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Engaging Lesson & Notes

Lesson 4: Fluency with 2's and 5's
Math Expressions, Unit 1, Lessons 5 & 6 (TE p. 45-62)

Multiply, Divide, and Build Fluency with 2s and 5s

Math Focus Points

• Identify patterns in 2s count-bys and multiplications and relate multiplication and division.
• Build fluency with 2s and 5s multiplications and divisions.

​Formative Assessment
Exit Slip- 2x5, 5x2, 2x4, 5x4, etc

Practice
Student Workbooks pages 28-32

Materials
Math Expressions Volume 1

Math Workshop Items

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Engaging Lesson & Notes

Lesson 5: Multiplication Patterns
Math Expressions, Unit 1, Lessons 7 & 8 (TE p. 63-82)

Multiply and Divide with 10 & 9
 
Math Focus Points

• Explore patterns in 10s count-bys, multiplications, and divisions and represent and solve problems involving multiplication and division with 10.
• Identify patterns in 9s multiplications and divisions and learn a strategy for quickly multiplying and dividing with 9s.

Formative Assessment

​Practice

​Materials

Math Workshop Items

Fluency

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