ALEX Learning Activity

  

One Hundred Hungry Ants

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  This learning activity provided by:  
Author: Michelle Frye
System:Blount County
School:Hayden Elementary School
  General Activity Information  
Activity ID: 2657
Title:
One Hundred Hungry Ants
Digital Tool/Resource:
One Hundred Hungry Ants Google Document
Web Address – URL:
Overview:

Students will listen to a read-aloud of One Hundred Hungry Ants by Elinor J. Pinczes to activate their thinking about division. Essential questions will help scaffold student prior knowledge.

This activity results from the ALEX Resource Development Summit.
  Associated Standards and Objectives  
Content Standard(s):
Mathematics
MA2019 (2019)
Grade: 3
2. Illustrate and interpret the quotient of two whole numbers as the number of objects in each group or the number of groups when the whole is partitioned into equal shares.

Unpacked Content
Evidence Of Student Attainment:
Students:
Given any division problem (including word situations) in the form a ÷ b = c,
  • Use concrete materials/pictorial representations to model various division situations.
  • Identify and explain the meanings of the quantities given as well as the meaning and quantity of the missing information.

    • Example: Given 35 ÷ 5, depending on context, students explain that 35 is the number of objects partitioned into 5 equal shares, and 7 is the size of each share, or that 35 is the number of objects partitioned into groups of 5 objects each, and 7 is the number of groups shared.
  • Explain the strategy or reasoning used to find a quotient (or missing factor).
  • Write expressions and equations illustrated by models and drawings.
  • Write word problems to represent a situation involving division.
    • Teacher Vocabulary:
    • Partitive division
    • Measurement division
    • Missing factor
    • Factor
    • Quotient
    • Partition
    • Product
    • Divisor
    • Dividend
    • Equal share
    Knowledge:
    Students know:
    • that division is related to multiplication in terms of finding a missing factor. The missing factor being either the number of groups or the number of items in each group.
    Skills:
    Students are able to:
    • Interpret quantities in a division situation as the number of objects in each group or the number of equal groups.
    • Use a model or drawing to illustrate a quotient.
    • Write word problems for division context involving equal groups and fair shares.
    Understanding:
    Students understand that:
    • a division expression represents either the number of objects in each group when the total number is partitioned evenly into a given number of groups or the number of groups when the total number is partitioned into groups that each contain a given number.
    Diverse Learning Needs:
    Essential Skills:
    Learning Objectives:
    M.3.2.1: Define the parts of a division problem including divisor, dividend, and quotient.
    M.3.2.2: Write a division equation.
    M.3.2.3: Apply the signs ÷ and = to the action of separating sets.
    M.3.2.4: Recognize division as either repeated subtraction, parts of a set, parts of a whole, or the inverse of multiplication.
    M.3.2.5: Model grouping with basic division facts partitioned equally (e.g. 8/2).
    M.3.2.6: Apply properties of operations as strategies to subtract.
    M.3.2.7: Subtract within 20.
    M.3.2.8: Represent equal groups using manipulatives.

    Prior Knowledge Skills:
    • Putting a larger item into smaller groups
    • Model writing equations from word problems.
    • Apply signs +,
    • , = to actions of joining and separating sets.
    • Use of base 10 blocks to demonstrate making equal sets of a larger whole.
    Alabama Alternate Achievement Standards
    AAS Standard:
    M.AAS.3.1 Using vocalization, sign language, augmentative communication, or assistive technology, model finding the sum of equal groups using repeated addition (sums within 30).
    Learning Objectives:

    I can interpret the quotient as the number of objects in each group.
      Strategies, Preparations and Variations  
    Phase:
    Before/Engage
    Activity:

    1. Watch the video of the read-aloud of One Hundred Hungry Ants.

    2. The teacher will ask the following questions:

    • What mathematical operation is happening in the story? (Division - They are separating into groups.)

    • What do you notice about the rows of ants? (They separate into equal amounts of ants in each row.)

    • Can you list all the ways the ants are divided into rows? (Re-play the story if needed, pausing each time they rearrange.)

    • How does division relate to what we know about multiplication? (In division we are starting with a total and separating, the ants arranged themselves into arrays, etc.)
    Assessment Strategies:

    Teachers will observe student responses to determine student understanding of the concept and skills. You can use the following guidelines to ensure students meet the learning objective based on the essential questions.

    Check that the student:

    1. understands that the ants are using division to separate into groups.

    2. understands the relationship between division and multiplication.

    3. understands the quotient is the number of objects in each group.
    Advanced Preparation:

    The teacher will need a computer and a projector to show the read-aloud whole group. The teacher will also need a copy of the essential questions to guide the lesson.

    One Hundred Hungry Ants Essential Questions
    Variation Tips (optional):

    This task can be used as a stand-alone activity or in conjunction with Sharing Candy (during activity) and Tell Me a Story (after activity).
    Notes or Recommendations (optional):

    ALCOS 2019

    2. Illustrate and interpret the quotient of two whole numbers as the number of objects in each group or the number of groups when the whole is partitioned into equal shares.
      Keywords and Search Tags  
    Keywords and Search Tags: division, Elinor J Pinczes, interpreting quotients, One Hundred Hungry Ants