MTH 222-01 & -02 Fall 2015 Name: Heather Ferris

Tutoring - Lesson Plan I

Mathematical Topic Being Explored: Concept of Division With Remainders

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
measurement division word problems corresponding to x (2-5) = (6-9) and remainder (1-9).

CCSSM Content Standards Addressed by the Learning Goal:

CCSS.MATH.CONTENT.3.OA.B.6
Understand division as an unknown-factor problem. For example, find 32 8 by finding
the number that makes 32 when multiplied by 8.

Justification for Learning Goal:

I thought that this was a good content standard for Michael to try and understand
because when answers my questions in the last tutoring session he was able to
answer all of his multiplication problems correctly. Also when I gave him a division
problem that had a remainder in it he said it wasnt possible (19 divided by 3). He
knew that if he divided 18 by 3 then he could get 6 because he knows that 6x3=18.
However when he say that it was 19 he didnt think he could solve it evenly. I believe
this would be a good concept for Michael to work with so that he could have a better
understanding that you can have remainders when solving division problems.

Materials Needed:
Dice
Counter Pieces
List of original word problems
Recording Sheets
All attached sheets that go with the Sea Creature game

Lesson
All activities need to focus on helping the child develop and/or extend her/his conceptual
understanding of the mathematical topic by engaging (concept of division with remainders)
the child in reasoning and problem solving.

Activity 1 Actively Exploring Mathematics Through Word Problems & Childs

Interests
Activity Description
In this activity I will give the child 5 original word problems that are based off of his
interests and the answers he gave me in the beginning interview. These problems
will help him understand the concept of division with remainders.

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Word Problems

1. Michael was at Michigan adventures with his friends. They all wanted to ride
Shivering Timbers but there was only four seats per cart. If there was ten
friends total, how many different carts would they need to fit all ten people on
the ride?

104= 2 carts of 4 and 1 cart with 2 people in it. Total of 5 carts.

2. Michael and his friends were playing computer games one day after school.
They could only play for 46 minutes total. Michael had 4 friends over including
himself which makes for 5 kids playing the games. If each kid wanted the same
amount of playing time, how many minutes could each kid play for?

465= 9 minutes and 1 minute left over.

3. Michael went to a Michigan State football game. MSU had twenty-seven

points. If each touch down is worth six points, how many touch downs have
they made so far?

276= 4 touch downs with 3 points extra.

4. Michael was waiting on the field for the start of his soccer game. There were a
total of thirteen people on the field including him. If there is six players from
each team on the field, how many teams are present for the game? How many
extra people are there?

136= 2 teams present for the game and there is 1 extra person on the field.

5. Michael attended a pick-up game of hockey. If forty-three people total showed

up to play, and there can be six people per each team, how many teams can
they make? How many people will be left over?

436= 7 teams with 1 person left over

Justification for Activity:

The word problems noted above will help the child achieve the learning goal of
the concept of division with remainders because the questions given will have
a remainder as part of their answer. The numbers I used (x (2-5) = (6-9) &
remainder (1-9)) are small enough for him to work with, yet difficult enough to
make him think about why there is a remainder and how the concept works.
With the way the word problems are worded, and numbers I use, will help the
child see why and how you can have remainders.

Activity 1 Modifications & Extensions

Modification If the word problems come across as too difficult, I can always try
and reword the problems to make them easier to understand. Meaning changing
the words to easier and more relatable words for the child.
Present at least one specific alternative problem to show this modification.)

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MTH 222-01 & -02 Fall 2015 Tutoring - Lesson Plan I 3

Extension If the child needs more challenging word problems then I will try to
either make the wording more difficult, or I will use less words so that the problem
is tougher to interpret.
Present at least one specific alternative problem to show this modification.)

Activity 2 Activity to Develop Mathematical Concept and/or Make Connections

Title of Activity
Making Equal Groups

Activity Description
In this activity the child will take a few scoops of counter pieces. He will then
count out how many he has and record that number. Then he will role a die.
The number that he rolls tells him how many counters to put in each group. He
will then make as many equal-size groups as he can. He will record how many
groups he was able to make and how many counters he put in each group. If
any counters are left over, those will be recorded too. Then he will put the
counters back in the container and repeat the process a few more times.

Activity 2 Modifications & Extensions

Modification If the activity seems to be too difficult for the child, I could give him
smaller numbers to work with first so that he gets a good foundation of the concept.

Extension If the activity needs to be more challenging, I will make up my own

numbers for him rather than him rolling the die. This will allow for bigger numbers
to be explored and also the opportunity for remainders. This will make the child
think deeper and understand the concept of division with remainders more clearly.

Activity 3 Activity of Choice

Title of Activity
Whats My Share?

Activity Description
In this activity the child has a variety of cut out sea creatures in front of him in a
pile. He will also have a pile of counters in front of him as well. He will roll a 1-6 die
and he will put this amount of sea creatures spread out in front of him. He will then
grab a random amount of counters and count them out. Then he will begin to
spread them evenly, one at a time, throughout each sea creature until the counters
are gone. Once that is done, he will record on the recording sheet provided how
many counters each sea creature was able to have and he will also record if there
were any counters left over.

Activity 3 Modifications & Extensions

Modification If this activity seems too difficult for the child I will make up the
numbers myself. I will make it so that there are only a few sea creatures and each

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sea creatures only gets a small amount of counters. This will allow the child to work
with a more noticeable amount of pieces in each group. Also I could make the sea
creatures into something that is more relatable for the child, in this case it would be
different types of sports.

Extension If this activity isnt difficult enough for the child I will make it so that
instead of recording the amount of counters left over, the child will have to figure
out how many equal counters are needed to be evenly spread between each sea
creature without having any left over.

Attachments
- Sheet of different sports equipment
- All sea creature activity handouts
- Word problem cards

Revised 9-23-15 (NKM)