VITAL INFORMATION

Students will draw visual cue (long division face with goatee) that represents all the

steps in long division.

Students will list all the steps to solve long division problems.

division problems.

IMPLEMENTATION

on Long Division using 3 by 1 digits.

The teacher will use the white board to draw a visual cue of an oval shape face, with

two division signs for eyes that represent divide, a multiplication sign for the nose that

means to multiply, a subtraction sign for the mouth which means to subtract, and an

arrow that means to bring down to represent a goatee.

Students will follow features on the face (from top to bottom) to solve long division

problems. The teacher will work through the first 2 or 3 problems using the white

board, then as a whole with students following along. The teacher will check for

clarification before allowing for students to work independently.

Discuss with students what they have learned about Long Division.

Take students to the computer lab, where the media specialist will show them how to

use the hot list.

Review with students how to save all documents and procedures on logging in and out

of the computer.

Student will go to the computer lab, where they will be paired in groups of two to

began an extension research review of long division.

Take students back to the classroom and discuss what they found in their research.

Teacher will give the students a problem solving task that involves real life application.

For example, there are seven pizza's, each pizza has eight slices, and there are 40

student's. If they shared the pizza equally, how many slices are there in all. There are

56 slices of pizza divided among each students, with 16 slices remaining.

Differentiated

The teachers assistant will assist students with learning disabilities. Abby will need to

use large print to researching his problem.

There are no student lessons. This lesson has not been taught.

Collaboration: Students will work collaboratively & individually. Students will work in groups of 2.

Time Allotment: 2 class periods. 1.75 Hrs per class.

Remember to make an appointment with the media specialist and reserve the

computer lab for Monday and Wednesday.

MATERIALS AND RESOURCES

Attachments

1. Evaluation

2. Hot List

•Materials and resources:

Notebook and pencil.

The number of computers required is 1 per 2 students.

•Technology resources:

Firefox

•Students Familiarity with Software Tool:

Students already know how to use Firefox, but some of them might need

assistance.

•Reserve Computer Lab for two days, Monday and Wednesday.

STANDARDS & ASSESSMENT

USA- American Assc. of School Librarians: Info. Literacy

Standards for Student Learning

• Area : Information Literacy

From Chapter 2, "Information Literacy Standards for Student Learning," of Information

Power: Building Partnerships for Learning by American Association of School Librarians

and Association for Educational Communications and Technology. Copyright 1998

American Library Association and Association for Educational Communications and

Technology. Reprinted by permission of the American Library Association.

efficiently and effectively.

critically and competently

and creatively

NETS for Students)

• Grade : Grades 3-5

Numbers in parentheses following each performance indicator refer to the standards

category to which the performance is linked. The categories are:

1. Basic operations and concepts

2. Social, ethical, and human issues

3. Technology productivity tools

4. Technology communications tools

5. Technology research tools

6. Technology problem-solving and decision-making tools

Reprinted from National Educational Technology Standards for Students - Connecting

Curriculum and Technology, copyright © 2000, ISTE (International Society for

Technology in Education), 800.336.5191 (U.S. & Canada) or 541.302.3777 (Int’l). All rights reserved. For more information about the NETS

Project, contact Lajeane Thomas, Director, NETS Project, 318.257.3923. Reprint permission does not constitute an endorsement by ISTE

or the NETS Project.

devices (including adaptive devices when necessary) efficiently and effectively. (1)

technology and information and describe personal consequences of inappropriate

use. (2)

Performance Objective 8:

collection probes, videos, educational software) for problem solving, self-directed

learning, and extended learning activities. (5, 6)

appropriate tool(s) and technology resources to address a variety of tasks and

problems. (5, 6)

appropriateness, comprehensiveness, and bias of electronic information sources.

(6)

• Subject : MATHEMATICS

• Grade : THIRD GRADE

• Strand : NUMBER AND OPERATIONS

• Topic : Multiply and divide whole numbers

quotients up to a three-digit number by a one-digit number involving

multiples of 10, e.g., 500 x 6, or 400 ÷ 8.

understand the inverse relationship of these two operations, e.g., because 3

x 8 = 24, we know that 24 ÷ 8 = 3 or 24 ÷ 3 = 8. Express a multiplication

statement as an equivalent division statement.

42 or 12 ÷ = 4, using the inverse relationship between multiplication and

division.

multiplication and division including finding “How many groups?” and “How

many in a group?” and write mathematical statements for those situations.