Long Division Face
VITAL INFORMATION
Subject(s): Elementary, Mathematics
Topic or Unit of Study: Long Division Mathematics
Grade/Level: 3
Objective: Students will research steps in the BrainPOP using the hot list.
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.
Summary: Students will use a hot list to research for information on the steps
in solving long
division problems.
IMPLEMENTATION
Learning Context: This is the first lesson in a plan on Long Division using 2 by
1. The next session will be
on Long Division using 3 by 1 digits.
Procedure: Monday:
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.
Wednesday:
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
Instruction:
The teachers assistant will assist students with learning disabilities. Abby
will need to
use large print to researching his problem.
Products:
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.
Author's Comments & Reflections:
Remember to make an appointment with the media specialist and reserve the
computer lab for Monday and Wednesday.
MATERIALS AND RESOURCES
Instructional Materials:
Attachments
1. Evaluation
2. Hot List
Resources:
•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
Standards:
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.
Standard 1: The student who is information literate accesses information
efficiently and effectively.
Standard 2: The student who is information literate evaluates information
critically and competently
Standard 3: The student who is information literate uses information accurately
and creatively
USA- ISTE: Profiles for Technology Literate Students (includes
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.
Performance Objective 1: Use keyboards and other common input and output
devices (including adaptive devices when necessary) efficiently and effectively.
(1)
Performance Objective 3: Discuss basic issues related to responsible use of
technology and information and describe personal consequences of inappropriate
use. (2)
Performance Objective 8: Use technology resources (e.g., calculators, data
collection probes, videos, educational software) for problem solving,
self-directed
learning, and extended learning activities. (5, 6)
Performance Objective 9: Determine which technology is useful and select the
appropriate tool(s) and technology resources to address a variety of tasks and
problems. (5, 6)
Performance Objective 10: Evaluate the accuracy, relevance,
appropriateness, comprehensiveness, and bias of electronic information sources.
(6)
MI- Michigan Grade Level Content Expectations
• Subject : MATHEMATICS
• Grade : THIRD GRADE
• Strand : NUMBER AND OPERATIONS
• Topic : Multiply and divide whole numbers
Expectation : N.FL.03.13 Mentally calculate simple products and
quotients up to a three-digit number by a one-digit number involving
multiples of 10, e.g., 500 x 6, or 400 ÷ 8.
Expectation : N.MR.03.09 Use multiplication and division fact families to
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.
Expectation : N.MR.03.12 Find solutions to open sentences such as 7 x =
42 or 12 ÷ = 4, using the inverse relationship between multiplication and
division.
Expectation : N.MR.03.10 Recognize situations that can be solved using
multiplication and division including finding “How many groups?” and “How
many in a group?” and write mathematical statements for those situations.
Assessment/Rubrics:
Rubrics
1. Long Division Face