Jennifer Custer Sarah Stitely, 3rd Grade Ashby Lee Elementary School February 6, 2014 12:30-1:35pm

A. TITLE OF LESSON Dividing with 0 & 1 B. CONTEXT OF LESSON We have taught about multiplication in terms of it essentially being repeated addition, and have explored several strategies that will help students understand what multiplication is, and how to solve several problems. We have also covered division and how it is the inverse of multiplication. It is our mission now to teach the students different strategies, and how to correctly solve division problems. We have been talking about the strategy of using fact families when dividing. For example, in order to solve 63 9, students can think of the fact family 9 x 7 =63. Before this particular lesson, students will have explored fact families of the numbers two through nine, and will have had practice problems in both guided work, independent work, and morning work. The purpose of this lesson is to learn the rules about dividing a number by zero and one. There are four rules I will be going over, that are listed below. C. LEARNING OBJECTIVES Understand Example 1. Any number (except 0) that is 3x1=3, so 33=1; 8x1=8, so 88=1 divided by itself is equal to 1. Rule: any number (except 0) divided by itself is 1. 2. Any number divided by 1 is that 3x1=3, so 31=3; 8x1=8, so 81=8 number. Rule: any number divided by 1 is itself. 3. Zero divided by any number (except 03=0 because 3x0=0 0) is zero. Rule: 0 divided by any number except 0 is 0. 4. Zero cannot be a divisor. 30 cannot be done. Rule: you cannot divide any number by 0. D. ASSESSING LEARNING Students will be assessed with an exit slip, that will be collected after the lesson and after guided practice is completed whole group as well. At a later time, the students will have a more formal assessment in the form of a quiz as well. I will also use my observations as I walk around, and as I listen to the students as well. E. RELATED VIRGINIA STANDARDS OF LEARNING 3.5 The student will recall multiplication facts through the twelves table, and the corresponding division facts. F. MATERIALS NEEDED PowerPoint to display on the Smart Board Guided practice worksheet Independent practice problems Pencil
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Jennifer Custer Sarah Stitely, 3rd Grade Ashby Lee Elementary School February 6, 2014 12:30-1:35pm

Practice 8-5 (used for extension/enrichment)Attached Re-teaching 8-5 (used for remediation)Attached Cubes if needed for remediation

G. PROCEDURE Preparation: I will have a created Power Point ready to use on the Smart Board for guided practice and a visual aide for all students. We will go through the presentation, and I will pause for the students to work on their guided practice problems. I will have the correct amount of copies to ensure that each student in order to ensure that everyone is able to have their own sheet. Students will be given a guided practice sheet, as well as an independent practice sheet to act as an exit slip. Blocks/counters will be available if students need remediation, and may use the blocks to work out the problems. Introduction: Note: Due to time, if the students seem to understand a certain rule more quickly, I may save some of the example for another time or during remediation. This lesson is flexible in that I have more examples if I need them, but I expect that the students will understand the rules such as 55=1 more quickly that some of the others. I will have a Power Point presentation ready for the lesson. I will review some of the fact families that we have talked about already, and give some review problems (i.e. 42=2 to emphasize that we are dividing 4 into groups of 2). I will let the students know that we will be learning how to divide by 0 & 1, and that there are certain rules for this. I will give the students a notes/guided practice sheet that they can follow along with. Implementation: I will start with the rule that any number (except 0) divided by 1 is itself. I will have the problem 71=7. I will model my thinking and ask what times 1 equal 7? I know that 1x7=7, so 71=7. I will walk through several examples of this with the students, and ask them to complete the top of their guided practice worksheet. o The first example shows 2 1 =2. There is a picture of 2 goldfish. I will say I have 2 goldfish and I want to divide them into groups of 1, so that they are each in their own fish bowl. How many fish bowls will I need? I will have them talk with their side by side buddy.
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Jennifer Custer Sarah Stitely, 3rd Grade Ashby Lee Elementary School February 6, 2014 12:30-1:35pm

The answer is 2 fish bowls, and there is a picture to show this. o After my next example, I will write the problem 4 1 = ____ on the board, and choose 4 students to act out the problem for me as another visual. I will ask students to look at their guided notes sheet. I will guide them through a couple problems then ask them to complete the section on their own. I will ask students to share the answers. Next, I will go over the rule that any number (except 0) divided by itself is 1. I will ask the students 88=? I will model thinking 8 times what number equal 1? 8x1=8, so 88 must equal 1. I will have example problems on the board. I will write 5 5 =? on the board and choose 5 students. I will ask if I want to put these students in a group of 5, how many group will I have? The answer is 1! 5 5 = 1 Again, I will ask students to look at their guided notes sheet. I will guide them through a couple problems then ask them to complete the section on their own. I will ask students to share the answers. Okay, so weve talked about dividing by 1, and we want to remember our different strategies and how we can use multiplication to help us. Now, were going to talk about dividing by 0! I will introduce the rule that 0 any number is 0! Thats pretty easy, right? If we know that 0 x 6 = 0, then 0 6 has to equal 0 in order to solve our fact family! (I will show the students the correlation on the Smart Board.) Students will complete this section of the guided notes, and I will point out that if 0 comes before the division sign , and we are dividing it by another number, the answer is always 0. We will do the first couple together, and then I will ask them to complete the rest on their own. Now, lets look at 6 0. Talk with your side by side buddy and see if you can think of an answer for this. (give them time to talk) Model my thinking: So, Im looking at 6 0 and Im thinking what times 6 equals 0? Hmm Im having a hard time figuring this one out. I cant divide 6 into groups of 0, can I? If the students havent figured out that it isnt possible, let them know and show them why.
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Jennifer Custer Sarah Stitely, 3rd Grade Ashby Lee Elementary School February 6, 2014 12:30-1:35pm

Emphasize that if 0 comes after the division sign (), the problem isnt even possible. Complete guided notes! We will discuss the bottom together. There are only three problems here because dividing by 0 isnt possible. Closure Okay, now that we have some practice with dividing by 0 & 1, Im going to give you a chance to show what you know on this exit slip. When I call your number, please come get this paper, and go back to your seat. This is a by yourself activity so I can see what you can do. o If you need help, just raise your hand. o Call numbers 1-6, 7-11, 12-16, 17-22. Students will complete independent practice as an exit slip. There is a mixture of division problems on this. Students who finish early may be given Practice 8-5 sheet for enrichment. This is in their math workbooks. If not this may be given at another time, and can also be placed in their yellow study folder as a resource to use at home, too! o Students who need extra help may be pulled aside during this time or worked with one-on-one. If there is no time for this, these students will be helped during I.E time or during morning work the next day. H. DIFFERNTIATION Modeling is something I will do a good bit of in the beginning before I ask students to work individually. We do this a lot during math, and it works well to have the students work together then be released on their own. If students are having a lot of trouble grasping the information, I may also have them work with cubes if needed to use as a visual aid of some problems. o There is also another practice sheet for remediation purposes as well. If students are done early, there is also an extra sheet attached in order for them to get more practice as well. I will be walking around to each student, helping them as they need it. Some students do have trouble reading, so often times I will help them read the directions in order to understand exactly what they need to do.

I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT? The students may not be ready for guided practice after my number of examples. If this is the case, I will simply slow down the lesson and continue with my modeling. I
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Jennifer Custer Sarah Stitely, 3rd Grade Ashby Lee Elementary School February 6, 2014 12:30-1:35pm

have prepared more problems than I think I will need to model, and if more than this is needed, I can come up with more off of a couple worksheets I have of examples. We may not finish in the time frame I think we will. If this happens, we will simply pick our work back up during I.E. time or for morning work. A fire drill may interrupt my lesson, and in this case, I will get the students safely lined up and out of the building. We will hopefully be able to pick up where we left off when we come back in. Students may be absent and miss my entire lesson. In this case, I will meet with them individually when they return in hopes to get them caught up through modeling and guided practice as well.

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