NLVM+lesson

NLVM lesson:

Resources: [|Rectangle division] [|Divide with base ten]

Standard: CCLS: [|3.OA.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.

Objective: Use a virtual manipulative to see division as numbers divided into equal shares using a rectangle visual.

Assessment: Use the stoplight system to ask for help. Peer evaluate with a green light partner. Teacher observes and assists if necessary until all green lights are shown.

Part One: [|Select any ten problems!] Write solutions on a separate sheet.

Part Two: How does the rectangle work to represent division?

Part Three:

What division problem does this quilt represent?

Think Back:

What multiplication problem does it represent?

Technological Knowledge Needed:

Linking from wikispace

Knowledge of installing and using QuickNote with Firefox

Tabbed browsing

Knowledge of how the software works

Pedagogical content knowledge:

In order to understand that division is the breaking down of a number by another into equal shares students will use a rectangle to visually represent this concept.

Students will attempt the problem in three parts; 1. For comprehension of the concept 2. For analysis of the concept 3. For application of the concept.

Students should be allowed to move on at their own pace, requiring only a green light to move to on.

Green lit students assist yellow and red lit students in comprehension, analysis, and application of the concept.

All students should make it through at least Part One.

Collaboration is encouraged through shared computers.

Taught prior to division without visual representation.

Reflections:

Since I was working with an individual student, I did not need to use the stop light assessment tool. The student was able to go through all three part of the lesson needing assistance only in initially how to use the website. I linked two manipulatives because I found a virtual manipulative that I thought was simpler to understand and visually easier to assess. Other than that, I was happy with the lesson and the format.