Summary
Highlights
The teacher demonstrates how to draw a model for 12 divided by 3, creating three circles for groups and distributing 'Xs' one at a time until 12 are counted. The explanation includes how to verbally describe the solution.
The teacher outlines three main goals for the lesson: representing division problems by drawing models, solving problems using these models, and explaining the solution in words by describing the number of items in each group.
The lesson transitions from using physical counters to drawing pictorial models for division. The teacher explains that drawing is a crucial skill for tests and word problems when counters aren't available.
The lesson begins with students using physical counters to solve division problems, a review of a previous activity. Students are guided to place a set number of items into equal groups, while making sure groups are even.
The teacher circulates, checking individual student work. Emphasis is placed on ensuring all groups have an 'equal' number of items, guiding students through corrections when groups are uneven.
Students engage in guided practice, working through 16 divided by 4. The teacher prompts them to identify the total items and number of equal groups, then guides them in drawing and filling the circles with 'Xs' one at a time.
A student shares how they corrected an error, realizing their groups weren't equal. This highlights the importance of checking work and ensuring equal distribution in each group during the drawing process.
Students work independently on a worksheet involving drawing models for division problems. The teacher provides individual feedback and encourages them to correct mistakes, reinforcing the 'one at a time' distribution method.
The class reviews the first problem from the independent practice (18 divided by 2). Students explain the process of drawing circles and distributing 'Xs' to ensure equal groups, reinforcing the learned concepts.
The teacher concludes the lesson by reviewing the day's goals, confirming that students are able to represent, solve, and explain division problems using models, and celebrating their accomplishments.