The
Division Process: Division with Remainders: Representational
Level
More
Teaching Plans on this topic: Concrete, Abstract

Phase
1
Initial
Acquisition of Skill

Phase
2
Practice
Strategies



PHASE
2: Practice Strategies
Receptive/Recognition Level
Purpose: to provide students multiple opportunities to practice matching appropriate drawings to given division equations and written solutions.
Learning Objective 2: Drawing solutions to division story problems using the FASTDRAW Strategy – Solving division equations using DRAW.
Instructional Game/Structured Cooperative Learning Groups
Materials:
Teacher 
 Overhead projector
 Marker for writing
 Large cards with a variety of appropriate division number sentences written on them in large enough writing to be seen from all areas of the classroom.
 A box or suitable container to place the cards in.
 Cards with the individual roles written on them for describing each role. (i.e. group writer, group checker, group drawer, group reporter, group scorekeeper)
Students 
 Paper for drawing solutions
 Paper for keeping score
 Pencils and markers for keeping score and drawing solutions
Description:
Activity:
Class is divided into groups of approximately five students. Each group member is assigned one of the following roles: group writer, group checker, group drawer, group reporter, group scorekeeper. The teacher leads game from overhead projector. A box is placed at the front of the classroom containing large cards with division number sentences written on them (e.g. 10 ¸ 4 = 2 r2.). Groups are assigned a number that reflects the order that a student from that group will come to the front of the classroom to pull a card from the box. Students in each group are assigned numbers that reflect the order they will pull a card from the box when it is their group’s turn. The respective student holds the card up so all groups can see it and then reads the division number sentence. Each “group writer” copies the number sentence on a piece of paper. The “checker” for each group verifies the number sentence is written correctly. The student returns to his/her group and each group draws the solution to the division number sentence. The “group drawer” makes the final drawing for their group. An appropriate time frame is provided for groups to draw their solutions. Meanwhile the teacher draws three different examples of solutions, only one of which is accurate, on the overhead with the projector turned off. The teacher numbers each example, “1, 2, 3.” At the appropriate time, the teacher signals groups to stop drawing and then reveals the three choices. Groups have a short period of time to make their choice for which of the three examples is correct. At the end of the time period, the teacher instructs the “group writer” to write the number of the choice their group has made. The “group reporter” then says the group’s choice while holding up the number they wrote when asked for it by the teacher. After all groups have made their selections, the teacher reveals the correct drawing. Groups get 1 point for making the correct selection. After the teacher reveals the correct drawing, then she/he asks each group to hold up their drawing. If the group’s drawing is correct, then that group gets an additional point. The “group recorder” keeps a record of their group’s score on a sheet of paper by making a tally for each point their group earns. Teacher provides feedback including positive reinforcement and corrective feedback as appropriate. For each example, the teacher “talks aloud” why the drawing represents the number sentence, emphasizing the dividend, the divisor, and the quotient with remainder.
Instructional Game/Structured Cooperative Learning Groups Steps:
1) Provide explicit directions for the instructional game/cooperative group activity including what you will do, what students will do, and reinforce any behavioral expectations for the game.
2) Arrange students in cooperative groups. Groups should include students of varying skill levels.
3) Assign roles to individual group members and explain them (e.g. group writer, group checker, group drawer, etc.).
4) Distribute materials.
5) Have students number themselves for the order in which they will pull a card from the box.
6) Number groups for the order in which a representative of their group will pull a card from the box.
7) Review/model appropriate cooperative group behaviors and expectations.
8) Model one example of skill(s) (i.e. drawing solutions and making an appropriate choice from three examples of drawings) within the context of the game.
9) Provide opportunity for students to ask questions.
10) Play one practice round so students can apply what you have modeled. Provide specific feedback/answer any additional questions as needed.
11) Teacher monitors and provides specific corrective feedback & positive reinforcement.
12) Play game.
13) Encourage group scorekeeper to review their individual score sheets and write the total number of points at the top of their score sheets.
14) Review team scores, providing positive reinforcement to each group for their work.
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Expressive Level
Purpose: to provide students multiple opportunities to draw solutions to division equations and receive immediate feedback about their responses.
Learning Objective 2: Drawing solutions to division story problems using the FASTDRAW Strategy – Solving division equations using DRAW.
SelfCorrecting Materials – Folder Practice
Materials:
Teacher 
Manila folders with division equations written on right column of inside flap and appropriate drawings/solutions written on the left column of the same inside flap. The front cover is cut in half to reveal only the division equations.
Students 
 Manila folder selfcorrecting materials with appropriate division equations represented.
 Paper for writing solutions
 Pencil
Description:
Activity:
A variety of appropriate division equations are written in a column on the right side of the inside flap of a manila folder. On the left side of the inside flap are written the drawings and solutions to each equation. The front flap of the manila folder is cut in half so that only the division equations are revealed. The solutions are covered by the front flap. Students solve each division equation by drawing and after they have completed all equations, they turn the front flap over and check their answers. Students cross out incorrect responses, and draw/write the correct response on their response sheet. The teacher reviews student response sheets to evaluate student understanding/progress. *An example of a drawing and written solution to one division equation can be written on the back of the manila folder as a cueing mechanism for students.
SelfCorrecting Materials Steps:
1) Introduce selfcorrecting material.
2) Distribute materials.
3) Provide directions for selfcorrecting material, what you will do, what students will do, and reinforce any behavioral expectations for the activity.
4) Provide time for students to ask questions.
5) Model responding/performing skill within context of the selfcorrecting material.
6) Model how students can keep track of their responses.
7) Have students practice one time so they can apply what you have modeled. Provide specific feedback/answer any additional questions as needed.
8) Instruct students to write the number that is in the front left hand corner of the manila folder on the front left hand corner of their response sheet. *This will let you know which set of division equations they responded to.
9) Monitor students as they work
10) Provide ample amounts of positive reinforcement as students practice.
11) Provide specific corrective feedback/ remodel skill as needed.
12) Review individual student response sheets.
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