ALEX Learning Activity

  

Sharing Candy

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

You may save this Learning Activity to your hard drive as an .html file by selecting “File”,then “Save As” from your browser’s pull down menu. The file name extension must be .html.
  This learning activity provided by:  
Author: Michelle Frye
System:Blount County
School:Hayden Elementary School
  General Activity Information  
Activity ID: 2658
Title:
Sharing Candy
Digital Tool/Resource:
Sharing Candy Google Slide Show
Web Address – URL:
Overview:

Students will work with manipulatives to explore the concept of division and represent concrete models with division equations.

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:
    During/Explore/Explain
    Activity:

    Before you begin, give each student or partner group 24 centimeter cubes/Unifix cubes.

    1. Show slide one of the slideshow (title slide). The teacher will ask, "What does it mean to share? How do you share things with your siblings or your friends?" Let students respond orally.

    2. Show slide two. Read the task aloud. The teacher will say, "Use your cubes to model how you would share 24 M&M's with a friend. Write a division equation to match this model."

    3. Allow students to look at other students' models and for students to explain their thinking.

    4. Show slide three. The teacher will say, "Now you have several ways you can share your candy. Work with your partner (or independently) to build models and draw a picture to represent the different ways you can share the candy. Write a division equation to match each way you can share the candy."

    5. Allow students to show each way they shared the candy.
    Assessment Strategies:

    Check student work at the conclusion of the activity to assess their understanding. You can use the following guidelines to ensure students meet the learning objective.

    Check that the student:

    1. solved each division situation correctly.

    2. wrote the correct division equation for each division situation.
    Advanced Preparation:

    The teacher will need a computer and a projector to show the slideshow to the whole group. Students will need 24 centimeter cubes/Unifix cubes to represent the candy. Students will need a pencil and math journal/paper to record their thinking.
    Variation Tips (optional):

    This task can be used as a stand-alone activity or in conjunction with One Hundred Hungry Ants (before 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, interpreting quotients