Name: Hillary Moore

Tutoring - Lesson Plan III

Mathematical Topic Being Explored: Concept of Division

Student Mathematical Learning Goal:

I can represent and solve division word problems with physical materials or pictures (not arrays) to show
that groups of equal quantities are being formed when the problems are partitive division word problems
corresponding to ____ / (6-9) = (6-9) and remainder (1-9).

CCSSM Content Standards Addressed by the Learning Goal:

[Link].A.2
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.

Justification for Learning Goal:

During our last tutoring session Kennadi had gotten comfortable with the ideas of division. When working
on the Whats my share? activity Kennadi dealt with remainders for the first time. Kennadi was unsure of
what to do with the extra pieces being divided into groups, when I asked her what she thought she should
do she said nothing, so she just set them aside. For the most part, I think that is an effective strategy for
Kennadi just beginning to deal with remainders. However, I think that Kennadi would benefit from further
exploring remainders while recognizing that the numbers in groups can stay the same.

Materials Needed:
Counters
Bingo Sheet
Word problems sheet (for instructor use only)
Spinner
Board Game
Cards with numbers
 Lesson

Activity 1 Activity of Choice

Division Bingo
Kennadi will choose one of the word problems. In order to make solving word problems
more interesting for Kennadi will will be filling out a bingo sheet as well. Once she has
made a row across spelling bingo we will move on from the activity.

Activity Description
To begin this activity I will read a word problem to Kennadi. After reading the word problem
Kennadi will use direct modeling through drawing, using connecting cubes, or another way
to solve the word problem. Once she has finished solving the problem she will mark what
number on the bingo sheet is the answer. I will ask the problems in a specific order so the
first four questions do not get her a bingo. However, all of the word problems will include
remainders. Kennadi will have to decide whether or not she should round up, down, or
exclude the remainders for the answer depending on the word problem.

Word Problems
1. Lucy has thirty-eight pencils. If she wants to evenly give four of her friends them on the
first day of school and keep the rest for herself, how many pencils would each of her
friends get? (9)
2. Jennifer has forty-nine quarters. If she puts them in piles of five, how many quarters
would be in each pile? (10)
3. Sean has eleven shirts. If he puts a maximum of three shirts in each drawer, how many
drawers will he use? (4)
4. If Daniel split twenty-seven stickers between four people in her class and kept the
leftovers, how many stickers did each classmate get? (6)
5. If Annie split twenty-five apples between ten people in her class and kept the leftovers,
how many apples did each classmate get? (2)
6. Marissa has seventeen pieces of paper. If she splits the pieces between her and her
friend, how many whole pieces would Marissa and her friend get? (8)

Activity 1 Modifications & Extensions

Modification
If the problems are too challenging for Kennadi I will modify them by doing them step by
step with her.
Example: If Annie split twenty-five apples between ten people in her class and kept the
leftovers, how many apples did each classmate get? After I read the problem out loud and
Kennadi needs more direction, I will write the numbers, 1, 2, and 3 on a piece of paper.
Then I will reread the problem and have Kennadi write down the information for each step.
1) Annie has twenty-five apples (Kennadi would draw twenty-five apples)
2) Annie wants to split twenty-five apples between ten people (Kennadi would draw
ten people)
 3) How many apples would each classmate get? (Kennadi would draw lines from
the apples to the people until there arent enough to evenly share them anymore)
Then we will talk it through what each number means and what needed to be done in order
to solve the problem.
Extension
If the problems are too easy for Kennadi I will have her decide what could possibly be done
with the remainders other than what the problem asks. This way Kennadi can recognize
real life situations with remainders.
Example: If Annie split twenty-five apples between ten people in her class and kept the
leftovers, how many apples did each classmate get? Once Kennadi found the answer of
two I would ask her how many she would have left over, which would be five. I would ask
Kennadi instead of keeping them for herself, what could Kennadi do with the apples? A
possible answer would be Give the five extra apples to the teacher to share with the other
teachers during lunch.

Activity 2 Writing Activity

Writing Activity
After playing division bingo I will say that since I have written all of the word problems so far
that I think its Kennadis turn to write some. I will give her two notecards and tell her to
write a word problem on each note card. On the other side of the notecard I will have her
draw a picture of the word problem that she wrote. I will tell her that she will have to know
the answer to the problem because Im going to solve it when she is finished and she has
to know whether Im right or wrong. When she is finished I will solve the problem separately
incorrectly and have her correct me and be able to explain what I did wrong in my direct
modeling.

Activity 2 Modifications & Extensions

Modification
If Kennadi struggles with writing word problems I will suggest that she should use numbers
that are unused on the BINGO worksheet.
Extension
If Kennadi finds the activity too easy I will ask her to direct model the word problem with
cubes. Also, I will ask her what would happen if there were any remainders left.

Activity 3 Activity of Choice

Board Game Division
The game is designed for each person to choose a marker and place it on the start line.
Then each person will draw a card, the number on the card will represent how many
students are in class. Then the person will spin the spinner, and that is how many rooms
the number of groups the number on the card has to be sorted into. If the number is evenly
divided into the number, the number of students in each room will be the answer and the
number of spaces you move. If there is a remainder, the remainder will be the number of
spaces you move.
 Activity Description
1. Each player place a different colored marker on the start line
2. Player one is determined by rock paper scissors
3. Player one will then draw a card
a. The number on the card represents the number of students in class
4. Player one will then spin the spinner
a. The number the spinner lands on represents the number of rooms the students
are going to be grouped into
5. Player one will then determine how many players will go in each room
6. If the number evenly divides and you get a number with no remainders, that is how many
spaces the player will move. If the number has remainders, the number remaining will be
the number of spaces the player moves.
7. Player moves their piece the number of spaces and player two repeats steps 3-6
8. The game ends with whoever crosses the finish line first
Justification for Activity:
During our last tutoring sessions, Kennadi was always unsure of what to do with
remainders. This activity allows Kennadi to see that remainders exist, but are not
always there. This activity will help Kennadi become more comfortable with remainders
while still understanding that equal groups are being formed and using numbers (0-9)
with remainders (0-9).
Activity 3 Modifications & Extensions
Modification
If Kennadi finds this problem too challenging I will show her the word problem and leave it
out. That way Kennadi is able to connect the numbers to a word problem and still be able to
direct model it once she can read what is being asked.
Example: We have (# On Card) students in class. If we divided them into (Spinner #)
rooms, how many students would be in each room? would be shown to Kennadi so she
would be able to connect it to problems that we have previously worked on and direct
model the problem to find a solution.
Extension
If Kennadi finds this problem too easy I will ask her what would numbers would have to be
different for the solution to be different.
Example: We have 35 students in class. If we divided them into 5 rooms, how many
students would be in each room? And I would ask what if there were only thirty students in
class how many would be in each room then?

1. Lucy has thirty-eight pencils. If she wants to evenly give four of

her friends them on the first day of school and keep the rest for
herself, how many pencils would each of her friends get? (9)

2. Jennifer has forty-nine quarters. If she puts them in piles of five,

how many quarters would be in each pile? (10)
3. Sean has eleven shirts. If he puts a maximum of three shirts in
each drawer, how many drawers will he use? (4)

4. If Daniel split twenty-seven stickers between four people in her

class and kept the leftovers, how many stickers did each
classmate get? (6)

5. If Annie split twenty-five apples between ten people in her class

and kept the leftovers, how many apples did each classmate
get? (2)

6. Marissa has seventeen pieces of paper. If she splits the pieces

between her and her friend, how many whole pieces would
Marissa and her friend get? (8)
B I N G O
9 10 22 3 7
38 6 15 11 20
FREE
18 25 SPACE 17 45
2 16 5 4 21
12 14 41 1 8
(Spinner will have numbers 5-10 labeled once I print it and write it on there)
We have (# On Card) students in
class. If we divided them into
(Spinner #) rooms, how many
students would be in each room?

10 15 18 17 13
21 20 25 24 29
33 35 30 38 36
41 43 44 40 47
58 56 54 52 50