February 14, 2019
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By Sarah Zegarra

EL Support Lesson

Division Skits

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This lesson can be used as a pre-lesson for the Introduction to Division with RemaindersLesson plan.
GradeSubjectView aligned standards
This lesson can be used as a pre-lesson for the Introduction to Division with RemaindersLesson plan.
Academic

Students will be able to divide whole numbers with remainders using base ten blocks and the standard algorithm.

Language

Students will be able to create, act out, and solve simple division skits with grade level words using peer interactions for support.

(4 minutes)
  • Show students the package of treats (cookies, etc.) that you brought to class. Think aloud, "I have some cookies here and I want to share them all with you in a fair way. What information do I need in order to share these cookies?"
  • Invite students to talk to a partner before sharing out to the whole class. Note students' responses on the board. Confirm that you will need to know the number of cookies and the number of students. Count these numbers and record them on the board (e.g., "I have 44 cookies and 20 students").
  • Demonstrate a couple of strategies for dividing the cookies. Tell students that you could walk around and distribute one cookie to each student and see if there are enough to give everyone a second cookie. Show them how you could also use skip counting and the divvy out method to determine the solution. Discuss how many cookies remain and solicit students' ideas on what to do with the remaining cookies. Jot down their ideas.
  • Explain that this cookie problem and solution is a real-life "division with remainders" problem and that today they will create, act out, and solve division problems in small groups using objects in the classroom.
(8 minutes)
  • Display the vocabulary cards for this lesson and review each word, its definition, and its image, if applicable.
  • Write a sample division problem on the board, such as 30 ÷ 4 = 7 r2. Call out the vocabulary terms (i.e., "dividend," "remainder," "divisor," "quotient"). One at a time have students come up to the board to identify the terms in this division problem. Have them use the sentence stem to explain their thinking: "I know this is the ____Because ____." (For example, "I know this is the divisor because it is the number of groups being divided into.")
  • Lead students in the process of co-creating another real-life division problem. Write the following statement on the board and have students do a choral read together: "There are 5 sets of the board game Monopoly in a class."
  • Ask students to contribute ideas for additional information to create a division problem with this statement. Provide examples, such as, "How many students will be in each Monopoly group if there are 22 students?" Record students' answers along with yours.
  • Choose one of the complete problems to act out and then solve. Note: ideally, the first statement with information should be one that uses real objects. Modify the information as needed to suit the needs of the classroom.
  • Place tape on the floor in the classroom to create 5 squares. Instruct students to divvy up themselves into the 5 squares. Decide together what to do with extra students. (For example, if we have 5 sets of Monopoly, we could have groups of 4, but there will be 2 remaining students. So two of the groups could play with 5 players.)
  • After acting out the division problem, demonstrate how to solve it on paper using a drawing or model.
(10 minutes)
  • Form small groups of 4–5 students with various levels of English proficiency and maths skills. Distribute a set (anywhere from 9–40 objects) of classroom objects (books, erasers, pencils, bookmarks, etc.) and a sheet of chart paper along with markers to each group.
  • Explain that each group will use the objects as a starting point to think of a division problem to create. Tell students that the problem they create should be a division problem that can be acted out as a skit such as the one you modeled in your cookie example. Emphasize that the divisor, or the number of groups that is being divided into, should be between 2 and 6. Also tell students to write in complete sentences.
  • Allow students time to work collaboratively as a group to design their maths problem. Remind students to not plan the solution or skit for their problem yet. They are only to work on coming up with the problem and writing the necessary information on the chart paper.
  • Read aloud and provide examples for this list of collaboration techniques. Ensure that the list is displayed prominently for students to refer to:
    • Show that you are listening by looking at your partner.
    • Paraphrase what your partner said.
    • Ask your partner to explain their idea again.
    • State whether you agree or diasgree with your partner and why.
  • Circulate to offer assistance.
(10 minutes)
  • Read aloud each group's division problem and make any modifications as needed.
  • Assign each problem or scenario to another group for them to plan a skit and solution for.
  • Hand out a copy of the Oral Presentation Peer Rubric. Go over each section of the peer review rubric and model how to complete it. Explain that this is a way for students to assess each other's skits. Specify that an oral presentation means any presentation or performance that is given verbally, or while speaking.
  • Allow groups adequate time to plan the skit and assign acting roles. Encourage students to talk through their skit to make sure the audience understands the division problem and how it is being solved.
  • Have each group take turns performing once all groups are ready.
  • Instruct the audience to observe each other's skits and fill out the rubric as they watch the presentations.
  • Ask a few students to read their review of their peer's presentations.
  • Pair up the groups who wrote the skit with those who acted it out and have them discuss the following prompts:
    • What was it like to see the skit you wrote acted out by another group?
    • Was this division problem written clearly for you to act out?
    • Did the group that acted out your skit represent your ideas as you had envisioned them?
  • Define any unknown terms in the discussion prompts and listen in on students' conversations.

Beginning

  • Provide bilingual resources such as online dictionaries or glossaries to help students look up unknown vocabulary words in their home language (L1) or in English (L2).
  • Provide beginning students with sentence frames/stems to use to write their division problem, such as, "I have ____Objects. I want to divide them into ____Groups. How many ____Will be in each group?"
  • Provide sentence stems and a word bank to help students answer the discussion prompts at the end of the independent work time.

Advanced

  • Have students work on creating a division scenario independently.
  • Ask students to rephrase instructions and important learning points throughout the lesson.
(5 minutes)
  • Distribute scratch paper to each student and have them write their name on it.
  • Write the following sentence on the board and direct students to read it aloud with you: "I have 22 pencils."
  • Instruct students to copy this sentence onto their scratch paper. They are to fold their paper in half and write a division problem using this information on one side and the solution on the other side. Remind them to write in complete sentences. Students are welcome to solve the problem they created using drawings (divvy out method or any other strategy they know).
  • Place students into partnerships and have them share the problem they created by reading it to their partner.
  • Invite a few students to share their problem and solution with the whole class.
  • Have students turn in the paper and use it as an exit ticket to check for understanding.
(3 minutes)
  • Have students reflect on the following questions in small groups:
    • How was your experience creating a division problem using real-life objects?
    • What are some other times in your life you might need to use division skills?
  • Display and read aloud these sentence stems to help students discuss:
    • "Creating my own division problems was..."
    • "I might need to use division skills when I..."

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