ALEX Learning Activity

  

Tell Me a Story

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

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  This learning activity provided by:  
Author: Michelle Frye
System:Blount County
School:Hayden Elementary School
  General Activity Information  
Activity ID: 2659
Title:
Tell Me a Story
Digital Tool/Resource:
Tell Me a Story Google Document
Web Address – URL:
Overview:

Students will apply what they know about division by writing their own story problem to match a given equation. This will assess if they can correctly interpret quotients.

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:
    After/Explain/Elaborate
    Activity:

    1. Pass out a copy of the Tell Me a Story worksheet to each student.

    2. Read the task aloud and allow for student questions.

    3. Explain to students that they will be creating a story problem that matches the division equation 36 ÷ 6 = 6. (Make sure that students understand that a story problem is just a word problem. Use an example if needed.)

    4. Tell students to draw a picture that matches their story.
    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. created a story problem that matched the equation.

    2. has a picture that models the equation.
    Advanced Preparation:

    Each student will need a copy of the Tell Me a Story worksheet and pencil. The teacher may project this on a whiteboard for students to complete in a math journal/paper.
    Variation Tips (optional):

    This task can be used as a stand-alone activity or in conjunction with One Hundred Hungry Ants (before activity) and Sharing Candy (during 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