Signature Assessment

Sarah Doody

About This Lesson

DESCRIPTION

A 3rd grade class of 20 students, ages 9-10. This lesson is for Mathematics, fulfilling the
Common Core State Standard in which students will learn to represent and solve problems
involving multiplication and division. The previous lesson covered what division is and how it
relates to multiplication, this one will cover the two different types of division: measurement and
partitive. This classroom has individual touch screen laptops with internet access available to
each student. The teacher has access to their own laptop, a projector, and white board for whole
class teaching.
Jeremy is a student who is deaf. He was in the FALS program the previous year, but has now
joined the classroom for the full day. Jeremys strengths include history, reading, and
mathematics. Jeremy needs a hard copy outline of the lesson being taught, access to the power
point on his laptop, picture symbols and visual supports, and a translating application on his
iPad which speaks what he writes or a white board to communicate short answers in case his
iPad is uncharged.
Scott has an IEP for other health impairments (ADHD with both attentive and hyperactivity
components). Scotts strengths are kinesthetic activities, typing, creative projects, and
representation through images. Scotts desk is not at a table, but apart from the class per his
request. Scott is allowed to stand at his desk or use his fidget seat on his chair or at the
carpet. Scott also has permission to use his computer to type longer assignments.
Anna is an ELL who only speaks French, but cannot read French or English. She is capable of
using English for basic communication, but not proper English used for writing. She needs read
aloud books in English online, and extra one on one assistance in math with terms and in
extracting and setting up arithmetic for word problems. She is allowed to access Read and Write
for Google Chrome which reads word problems out loud and anything else she types in to
reflect on her own work.
Zoe is a GT student in English for writing and reading. She is on level in math class, but needs
more encouragement for motivation in subjects outside of her strengths. At the end of the
lesson, there will be an opportunity which connects mathematics to writing to motivate and
interest her in this lesson.

PREREQUISITES

Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in 5
groups of 7 objects each. For example, describe a context in which a total number of objects
can be expressed as 5 7.

ESTIMATED TIME
1 hour

Potential Use
PURPOSE:

Classroom Instruction, Small Group

GRADES:
2-3

CONTENT AREAS:
Math

COMMON CORE:

Mathematics
Operations and Algebraic Thinking

Represent and solve problems involving multiplication and division.

CCSS.Math.Content.3.OA.A.2 (grade 3): Interpret whole-number

quotients of whole numbers, e.g., interpret 56 8 as the number of objects in
each share when 56 objects are partitioned equally into 8 shares, or as a number
of shares when 56 objects are partitioned into equal shares of 8 objects
each. For example, describe a context in which a number of shares or a number
of groups can be expressed as 56 8.

Goals

INSTRUCTIONAL GOALS

Students will be able to interpret whole-number quotients of whole numbers by solving problems
using a variety of division strategies.

OBJECTIVES

Solve whole class examples with teacher

Verbally explain how division is represented during different parts of our movement game

Solve and complete worksheet using multiple means of representation

VARIABILITY

The desks are set up in "tables" with groups of 4-5 at each. The resources available in the
classroom include posters which remind the students of what they should be doing and what the
teacher is doing during each part of the day. There are story books which provide different
examples of division and other mathematics in the classroom and the students will have practice
available to them in their "Dream Box", an online math resource where there are games to

practice mathematics. Brownie points for the whole class behaving well and completing tasks
with purpose can be awarded. The filling of the brownie pan can achieve many different results
depending on the reward the class agrees on.
During the lesson, there will be a visual representation on the board as well as opportunities for
students to record examples in their notebooks or use manipulatives to solve division
problems. There will be an opportunity for the students to physically move and see what
happens when we divide the class representing groups with hula-hoops. Students can follow the
power point by bringing it up on their own computers and filling it in themselves as the class
progresses. During the time when the students may pick between three tasks after completing
the first, the options will be on the board. Students are accustomed to this routine.
Part I (Options for all):
Variability is the norm in our classroom. The following options are available to all learners:
Options to support engagement: Every day begins with students completing their morning
routine as stated on the board when they walk in, all students have an opportunity to complete
work from last class and to move forward with their phonics. Students are greeted each morning
and each have an opportunity to speak with the teacher about anything. Every transition and
subjects is opened with positive words and with familiar, routine actions which let the students
know what to be prepared for every time. Lessons are chunked to provide a chance for all types
of learners to receive the instruction they need. Students have journals for each subject matter,
and bins to retrieve and deposit their work in every day. The class is rewarded as a whole for
good behavior, attentiveness, and productivity in the form of brownie points. Once the brownie
pan is filled with enough brownie points, the class may discuss and choose a reward they would
enjoy. Rewards and discipline are consistent throughout the day.
Options to support representation: Students are provided with a reminder as to the content
learned the previous day and what its connection is to the current days lesson. Students are
provided an opportunity to express their ideas to the class as to their thoughts on the lesson
either verbally or through a padlet. Learners are provided background knowledge on all content
provided if there is none present. Students have access to computers, websites, books,
manipulatives, and a constant visual reminder of the task at hand at all times.
Options to support action and expression: Learners may access computers and low tech
supports on a daily basis, students have access to all current, past, and future resources on
their computers, padlet is often used as an alternative for sharing input, agendas are provided
every day and for each subject, learners are provided choice in assignments during certain
segments of class.
Part II: Accommodations/Modifications
Jeremy has access to an app called Assistive Express which verbalizes sentences he types in
order to facilitate communication during discussions and to his peers. He is the only one who
has access to this application. Jeremy also needs picture symbols and visual supports to help
communicate the expected behaviors for each activity. These are available to all students as
they are on every worksheet, Power Point, and are posted around the classroom.

Scott has a fidget seat that he may use at a chair at his desk or bring to the carpet, so long as it
is not a distraction or used as a toy. There are a few others throughout the classroom that other
students may use with the same rule "so long as it is not a distraction or used as a toy". Scott
also has access to his laptop, provided for him to take notes on or to type longer assignments as
he becomes frustrated with longer handwriting assignments. All students have access to class
laptops, digital worksheets, the PowerPoints, and often have the option of typing
assignments. However, other students are not allowed to take these school laptops home with
them.

Assessments

FORMATIVE ASSESSMENTS

Successfully complete whole class examples with teacher

Students will watch as I explain a step by step example of division as a "measurement" followed
by them solving a new problem on their own or as a table and then a class discussion on what did or
did not work

Students will watch as I explain a step by step example of division as a "partitive" followed by
them solving a new problem on their own or as a table and then a class discussion on what did or
did not work

Students will be asked to solve a division problem using any method of their choice on their own
showing the understanding of the link between multiplication and division

Verbally explain how division is represented during different parts of our movement
game

Students will stand up and physically complete division word problems involving the whole class
either as measurement or partitive, allowing students to understand the different wording for each
Students will discuss the results during and after the activity with their group or table respectively
I will go around the classroom and listen to these discussions and ask questions to encourage
mathematical thinking

Successfully complete worksheet using multiple means of representation

A work sheet composed of division problems and word problems will be provided. Students will
complete each question using the appropriate representation when asked and showing all steps of
work at all times

I will be looking at the process of their work and how it compares to their representation. Partial
credit for correct processes will be given.

The end of the worksheet will ask students to name their favorite part of the lesson (whole class,
individual work, movement, game, quiz)

SUMMATIVE ASSESSMENTS

Students will be able to successfully complete the cumulative quiz at the end of the week on
division and the use of multiple means of representation.

Instructional Methods
OPENING

Before the lesson begins, I will provide Jeremy with a hard copy outline of today's lesson to help
him follow along. I will also make sure that today's PowerPoint is available for any students to
follow along with and take notes on after they save their own copy. Jeremy will also have access
to Assistive Express app on his iPad.
Scott is allowed to stand at his desk or use his fidget seat at his desk during this lesson so long
as he is attentive and not disruptive. Scott sits separately from the tables as he works best by
himself.
Introduction (5 mins)
Inform the students that today we will continue working on our unit on division. For every unit,
before continuing on to new material, we as a class list everything that we have already learned
about the topic on the side of the board. Can anyone remember or look in their notebook and tell
me what our definition of division is? What are the different parts of division? How would I label
an equation? What do we always do with our answer? (label it).
Now that we have practiced division for a few days, now we will move on to word problems. The
purpose of today's lesson is to identify the two different types of division. I won't tell them the
terms for this until I introduce each type so that students are not waiting for definitions. I always
provide examples before terms. Our key word that I want you to keep in mind as we go is
"grouping".

DURING

Whole Class Discussion and Practice (10 mins)

Our first problem has to do with Hershey kisses. Yes, you will receive some at the end of the
lesson if I see exemplary behavior throughout the lesson.

"Ms. Doody bought a bag of Hershey kisses to reward her students for their excellent
behavior. She goes to the store and buys a 12 oz. bag of Hershey kisses which contains 72
kisses inside. She puts 3 kisses into each bag and has 9 kisses leftover. How many goodie
bags did Ms. Doody make?"

Do we have all of the information we need to solve the problem? Can I divide right away, or are
there other steps that I need to do first? Who can identify the divisor or the whole? How do you
know this is the divisor? What is the dividend? Why? What are we looking for? (look for answers
that go beyond quotient) What will we label our quotient? What is one way we can solve or
represent this problem? Is there another way?
After completing the problem together using a visual representation of grouping by drawing
circles for the goody bags and dots for the kisses and writing and labeling the formula, connect
the problem to our key term grouping. Inform students that this type of division problem is
known as measurement. Measurement division problems is when our unknown is the number
of groups. Another way of phrasing that is that the question is asking "How many groups are
there?". Visually represent this by reminding them that we did not know how many circles or
goody bags to draw, only that there were 3 in each and that we stop after using only 63 of the
kisses (72 total - 9 leftover). We drew our 63 dots and circled groups of 3.
Our next word problem has to do with skittles. Remind students again, yes you will receive some
at the end of the lesson if I see exemplary behavior throughout the lesson.

"Ms. Doody wanted to add something else to the goodie bags. She decided that skittles
will make them look extra colorful and purchases a 16 oz. bag. The bag contains a total of
400 skittles. How many skittles does each goodie bag receive? How many skittles are
leftover?"

Let us break the problem in two and start by answering the first question. The second question
will visually disappear from the screen. I will re ask all of the same questions from the previous
problem and a few new ones, calling on new students.
Do we have all of the information we need to solve the problem? How do we know the number
of goodie bags? (previous problem) Can I divide right away, or are there other steps that I need
to do first? Who can identify the divisor or the whole? How do you know this is the divisor? What
is the dividend? Why? What are we looking for? (look for answers that go beyond quotient)
What will we label our quotient? What is one way we can solve or represent this problem? Is
there another way? What will I draw first to visually represent this? Is there a faster way than
counting skittles one by one? (skip counting, multiplication facts...)
After answering the first question, ask about the remainder.
How many Hershey kisses and skittles are leftover? How many more goodie bags could Ms.
Doody have made?
These are questions to put up on the board that students can revisit later. Ask students to close
their math notebooks and get ready for a movement game on the carpet. Before allowing them
to stand up, explain all of the rules. Jeremy will put his text to speech application away for this
silent game.
Student Movement Game: Divide the Class (15 mins)

I have some division problems I need you to solve! But I cant find my manipulatives
anywhere, so I decided that you will be the manipulatives. Without talking, you will use
these hula-hoops and your bodies as counters to solve the division problems. When you
think you have it correct, everyone will put a thumbs up in the air and I will check your
work. If you can get all of the problems correct, you win the word problem goodie
bags! Does everyone understand the directions? Remember, if you talk you lose. Absolute
silence. This part might go up on the board as a reminder.

Students are allowed to use their math journals, scrap paper, white boards, and
manipulatives to complete the problem. Encourage students to work together and to find
alternate ways to communicate to solve the problem.

There are visual supports alongside the directions to show what the students should be
doing. These visuals will remain along the top of the screen as the PowerPoint continues to
each problem. These visuals are a reminder of where the hula-hoops go, where the students go,
and a reminder of being quiet and kind to one another.
I will read each problem out loud twice to make sure that Anna is able to comprehend the
problems.
Scott is a kinesthetic and visual learner. He may need a reminder to keep quiet, but impressing
and pleasing his peers is important at this age and the incentive of a whole class reward will
require only one reminder for him to comply.
When students complete the game, congratulate them on a job well done and ask them to return
to their desks. You will hand out goodie bags to prepared students who are ready to begin
individual work. "I like the way that Kylee is sitting quietly with her notebook out and pencil
ready."
Independent Practice (15 mins)
The worksheet handed out begins with some of the word problems the students just completed
in their movement game. Students are allowed to access manipulatives, colored pencils for
labeling matching parts, and can use their computers to complete the digital version of the
worksheet. Students are allowed to use any method to solve the problems as long as they show
their work. Remember: Partial credit is can only be given to those who show their work.
Anna will use the digital version and have the problems read aloud to her with the important
numbers highlighted. She has the option of receiving the written equations for these, but she
must still listen to each word problem.
Scott will use his laptop for the written portion of the worksheet.
The worksheet includes word problems relating to real life events that the students may have
encountered before to provide context for this division. Then they must define partitive and
measurement division in their own words. The last part of the worksheet provides an option
which involves writing skills. This will interest Zoe in the lesson. Students may either:

Describe your experience working in the movement game. Solve the remaining problems
labeling the different parts of the equations using dividend, divisor, and quotient paring
them with hula-hoops, students, and groups. Show your work.

Create your own word problems. One partitive and one measurement, labeling the
different parts and explaining how your problem matches the definition. Then solve.

Students who are struggling with the worksheet may come to the teacher table and ask for
assistance. Students who are routinely asked to sit with the teacher for independent math work
will join as called on.
Anna will be recommended to complete the first option if she has time. Although she does not
have to write about her experience, she is encouraged to. Anna will focus on labeling the
different parts of the equations and solving them.

CLOSING
Closing (5-10 mins)
Ask students to return to their desks. What are the new things we can add to our list of
knowledge for division? Thumbs up if your favorite part was working together/movement
game/worksheet. Would anyone like to share what they wrote about the game? Would anyone
like to share the word problem they made?
Congratulate students again on a job well done and remind them to clean up their trash from the
goodie bags because we care about our classroom. Remind them, if they have completed their
papers, they belong in the blue bin for finished math papers. I will collect the incomplete ones,
there will be time during tomorrow's math rotation to complete these.

Author's Reflection

I have applied Universal Design for Learning guidelines to this lesson plan in order to meet the
needs of a diverse group of students. UDL is a framework which guides teachers in their lesson
planning on ways to engage their students, to provide multiple representations of the information
throughout the lesson, and to provide a certain level of action and expression that allows all
students the opportunity to share and display the information they have learned in a way which
is best for them. By providing these options and creating variability, I as a teacher am allowing
all of the students in my class the opportunity to learn.
In order to engage my students, I am fostering collaboration and community during this
lesson. Students must work together without talking to complete the movement game using
themselves as the manipulatives. Activities with limiters on communication are often used as
team building exercises to bring a group closer together.
The following connects to both the representation component of the UDL framework
and InTASC 4: Content Knowledge which states "The teacher understands the central
concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates

learning experiences that make these aspects of the discipline accessible and meaningful for
learners to assure mastery of the content."
The content and directions for the different parts of this lesson are represented verbally, visually,
and physically. Students have access to the Power Points and an outline of the lesson at any
time. Picture Symbols and Visual Supports are paired with every example and action that
student must complete to show them both what they should be doing and how they should be
behaving. Any students who learn verbally will hear me give directions and information during
the whole class learning where anything that is key or of importance will always be repeated.
Action and expression is best represented in the scaffolding that is built within the lesson plan. I
have built fluencies with graduated levels of support for practice and performance by beginning
the lesson with whole group discussion and problems that connect back to previously learned
material. After this, students are able to work together in the movement game to practice this
new information and help each other accomplish the goals. Finally, students work individually to
complete the worksheet which connects back to the game which they just completed and the
structure of the whole class problem set.
CEC 3: Curricular Content and Knowledge states that "Beginning special education
professionals use knowledge of general and specialized curricula to individualize learning for
individuals with exceptionalities." The content of this lesson did not need any modification to
provide individualized learning for students with exceptionalities, but a degree of variability was
incorporated into the representation of the information in order to allow all individuals the
opportunity to learn in a manner in which they will excel. These variations include verbal
instruction, written information in the forms of physical and digital worksheets and PowerPoints,
and visual cues to match actions and behaviors expected of each individual.
CEC 5: Instructional Planning and Strategies states that "Beginning special education
professionals select, adapt, and use a repertoire of evidence-based instructional strategies to
advance learning of individuals with exceptionalities." Under this standard, as a teacher I should
use technologies to support instructional assessment, planning, and delivery for individuals with
exceptionalities. This is done for the entire class as all students always have access to an
outline of the lesson, the PowerPoints, and digital versions of the worksheets for both past and
current lessons from their laptops at all times.
InTASC 7: Planning for Instruction states that "The teacher plans instruction that supports
every student in meeting rigorous learning goals by drawing upon knowledge of content areas,
curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the
community context." This standard can be expressed through the teacher planning instruction
based on formative and summative assessment data, prior learner knowledge, and learner
interest. The description of this lesson clearly states that the students have already studied the
basic components of division and that this lesson is an expansion on that knowledge.
InTASC 5: Application of Content states that "The teacher understands how to connect
concepts and use differing perspectives to engage learners in critical thinking, creativity, and
collaborative problem solving related to authentic local and global issues." This lesson was
created with the idea of relating the information to both students' lives and their interests. Any

student can understand having to share something like candy as the opening of this lesson has
them practice. The fun connection to a kinesthetic game will intrigue my more active
learners. And for those who prefer writing or further connection to real life events, they have the
option of creating their own word problem.
InTASC 8: Instructional Strategies states that "The teacher understands and uses a variety of
instructional strategies to encourage learners to develop deep understanding of content areas
and their connections, and to build skills to apply knowledge in meaningful ways." One of the
performances under this standard involves the teacher varying their roles in the instructional
process. Throughout this lesson I as the teacher change my position, starting as an instructor in
the whole group lesson plan, becoming the audience during the student movement game, and
finally becoming a facilitator as I have provided them the materials and information necessary to
complete the worksheet one their own.

Materials

MATERIALS AND SUPPLIES

Individual Student Laptops

Power Points (Past and Present)

Links to websites relating to each lesson's topic

Digital versions of worksheets and handouts

Outline of the lesson being given

Fidget seats

Projector

White Board and Markers

Manipulatives including base ten blocks

Extra markers, colored pencils, pencils, and erasers

Math Journals

Worksheet bins for practicing skills and submitting

Math related picture books

Hula-hoops

Worksheet

Visuals in presentation and posters to remind students of expected behavior

RESOURCES INCLUDED
Fidget Seat
Why it's included:
A round, air filled rubber seat that is placed on a chair or on the floor. This allows Scott to sit with the rest
of the class during whole group lessons either at his desk or at the carpet. This also allows Scott to fidget
and wiggle at his desk while completing independent work without the need to stop tasks to move or walk.

Assistive Express
Why it's included:
Assistive Apps is an Augmentative Alternative Communication (AAC) Device specially designed to require
fewer keystrokes for users to have meaningful conversations. This Augmented Alternative Communication
is for Jeremy to use to communicate ideas during whole or small group discussions or for longer
answers. This application allows Jeremy to be independent in the classroom.

Laptop
Why it's included:
Scott is allowed to use his laptop to complete longer writing assignments. Scott struggles with hand
writing but types fluently and is less likely to get frustrated and give up on a task when allowed to type his
responses. Scott does still have access to all digital materials that the rest of the class has access to on
this laptop, but this is not one of the classroom laptops. Scott is allowed to take it home with him for
consistency in available tools in all environments and in order to complete his homework.

Picture Symbols and Visual Supports

Why it's included:
Jeremy is provided with pictures, symbols, and printed words provide visual cues. Providing visual
supports help Jeremy to better understand the message others are communicating and allow him to
participate and interact with others with greater success.

Author's Reflection
InTASC 2: Learning Differences states that "the teacher uses understanding of individual
differences and diverse cultures and communities to ensure inclusive learning environments that
enable each learner to meet high standards". As a teacher, I address this standard by accessing

resources, supports, and specialized assistance and services to meet particular learning
differences or needs.
Anna needs verbal instructions and any text verbalized for her use. Anna is allowed to access
Read and Write for Google Chrome which will verbalize any text she places in it. Every student
has access to all texts in digital form on her computer which Anna can then use in her text to
speech application.
Zoe needs to be engaged through tasks involving reading and writing. As mathematics is not her
strength, she can become quickly uninterested in the content. By providing an opportunity to
read and create word problems of her own, Zoe will be engaged and excited to learn the
material.
Jeremy needs additional supports throughout this lesson because there is a communication
barrier between him and his peers. Although different signs from ASL is often incorporated into
a lesson both as a teaching moment and to aid Jeremy in his understanding, this becomes
difficult in mathematics. Other visuals for behavior and relating to the subject matter are still
included for comprehension. To give Jeremy independence, he is provided with an app to
communicate with his peers and teachers without the use of a translator or aid.
Scott requires additional supports in all subject matters as a student with hyperactivity. The
fidget seat allows Scott to pay attention and contribute to the class without becoming disruptive
or distracted. Scott also struggles to write neatly, and often becomes frustrated when asked to
write longer passages because of this. Scott is an excellent typist, and is thus allowed to use his
laptop to type longer assignments. Scott is more enthusiastic when allowed to type and is more
likely to complete tasks. Scott is also allowed to take notes or complete digital worksheets as the
rest of the class is. Scott is able to take his laptop home in order to keep consistency in his
available tools for all environments and for completing homework.
CEC 1: Learner Development and Individual Learning Differences states that "Beginning
special education professionals understand how exceptionalities may interact with development
and learning and use this knowledge to provide meaningful and challenging learning
experiences for individuals with exceptionalities." As a teacher I should use my understanding of
development and individual differences to respond to the needs of individuals with
exceptionalities. I as a teacher created a game which focuses on the strengths of three of my
individuals with exceptionalities. This game does not allow verbal communication encourages
the participation of the students with verbal communication barriers. It also encourages the
participation of the students who are kinesthetic learners.