The Doorbell Rang - Math Lessons

5/21/2018 The Doorbell Rang - Math Lessons

1/14

Title - The Doorbell Rang, Multiplication, Division

By - Renea Magnani

Primary Subject - MathSecondary Subjects - Language rts

!rade Level - "-#

$ Step Lesson Plan- The Doorbell Rang %&ntroduction'

Lesson (itals)

*+ Topic o Lesson) MathLanguage rts"+ .bjective) Students /ill demonstrate understanding o multiplicationdivision

concepts+

#+ Materials) Teacher-The Doorbell Rang by Pat 0utchins, Literature 1otes or The

Doorbell Rang by 2ran3 Schaer Publications, &nc+ %must be purchased rom 2ran3Shaer Publications - 42S-"5*6 Literature 1otes or The Doorbell Rang4 - /or3sheets

are included here', overhead copy o 47oo3ie Math4rom Literature 1otes, Bulletin

Board Pattern,magnetic manipulative to use on /hite board, dry erase pens and eraser+

Students - 4 Do8en 7oo3ies4 /or3sheetrom Literature 1otes, The Doorbell Rang4Mini-Report4 /or3sheetrom Literature 1otes, pencil, elt s9uare+

:+ ;ey vocabulary) Division, multiplication, act amilies, and math sentence+$+ !rade Level) "

Step *- nticipatory Set)*+ 2ocus) Sho/ the cover o the boo3 to students then discuss and predict /hat might

happen+ Tal3 about the authorillustrator+

"+ .bjective)


2/14

Student=s /or3 to complete the /or3sheet accurately /hile teacher assists /hen needed+

valuation) Teacher collects /or3sheets and revie/s or understanding+


3/14


4/14


5/14


6/14


7/14

Cindy Heinz

Diana Adams

Topic: Dividing by making equal shares.

Grade Level: 1st through 3rd grade.

Name of Activity:The Doorbell Rang

Materials Needed: 12 ookies !er grou! "!re#erably$ra!!ed%

12 !a!er !lates !er grou! reording $orksheet & ut the #our!roblems a!art"attahed% o!tional' The Doorbell Rang by (at

Huthins) *reen$illo$) 1+,-.

Description of Activity: *rou! the hildren by #ours. Readthe book The Doorbell Rings or tell the story "/ust $hen 0amand itoria had determined their equal shares o# as #reshlybaked ookies) the doorbell rings. a invited t$o #riends toshare the ookies. Thats three eah) 4gures 0am and itoria.

Then the doorbell rings again. As the senario ontinues) thehildren realulate the number o# ookies the guests $illreeive as eah ne$ guest arrives) so the ookies are al$ays

shared equally%. "1%

A#ter reading the story !ass out 12 ookies and t$o !a!er!lates to eah grou!. *ive eah grou! the u!!er le#t handorner o# the $orksheet. Ask them to solve the !roblem' 5#there are t$o hildren) ho$ $ould they share the ookiesequally6 A#ter the grou!s have 4nished dividing the ookies onthe !lates) ask them to reord their ans$er on the reordingsheet and then $hat ans$ers they #ound and to 7usti#y them.

Then !ass out t$o more !a!er !lates to eah grou! and theorres!onding reording sheet. Re!eat the above !roedure.

Then re!eat the above !roedure a#ter !assing out t$o more!a!er !lates "so eah grou! has a total o# si8 and then a totalo# 12 !a!er !lates.%


8/14

A#ter all #our !roblems have been solved and disussed) askthe hildren to divide the ookies "i# they are $ra!!ed% equallyamong their grou! and they may eat them.

DIVISION LESSON PLAN FOR THIRD GRADE

written by: Meredith Cannon S!rin" #$$% "ra!hi&' editin" ( )or*attin" by: Dr+ ,eth M&C-..o&h Vin'on

S-b/e&t: .ne-digit Division

Grade: Third

I+ ,eha0iora. Ob/e&ti0e:

ter a teacher-directed math lesson, Mrs+ 7annon?s third-grade math class /ill

represent division /ith physical materials, use division symbols, and divide using one-

digit divisors+ >ach student /ill divide candy into sets, /rite division algorithms, andsolve division problems /ith one-digit divisors+ >ach student /ill divide at an accuracy

rate o at least 6@A+

II+ In'tr-&tiona. Method:

A+ Anti&i!atory Set:

*+ >plain to the children that today they /ill learn ho/ to divide+

"+ Read the boo3 The Doorbell Rang+

#+ Tell the children about the necessity o division in everyday lie, such as

coo3ing and sharing+


9/14

:+ Revie/ by using paper coo3ies to construct e9uivalent sets+

$+ Supply the ollo/ing deinitions to ensure understanding) Cdivision,

Cdividend, Cdivisor, and C9uotient+

,+ State*ent o) Ob/e&ti0e:

Cter our lesson you /ill be able to divide coo3ies into sets, do division

problems using one-digit divisors, identiy and use division symbols, and /rite

division number sentences+

C+ In'tr-&tiona. In!-t:

*+ Revie/ s3ip counting by t/os, threes, ours, etc+

"+ Revie/ e9uivalent sets using paper coo3ies+

#+ Sho/ the children simple division problems using paper coo3ies+

:+ Ese the magnetic chal3board to display the deinitions o Cdivision,

Cdividend, Cdivisor, and C9uotient+

D+ Mode.in"

*+ &llustrate ho/ to ma3e sets o coo3ies and sho/ the parallel bet/een sets anddivision+

"+ Esing the /hiteboard, share the ollo/ing problem /ith the class to illustrateone-digit division+ CT/o girls /anted coo3ies or snac3 and there /ere eight

coo3ies let+ 0o/ many coo3ies can each girl getF Demonstrate the problemusing the paper coo3ies and partitive division+

#+ Sho/ the symbolic representation o the problem on the /hiteboard+%5G"H:'

E+ Che&1in" )or 2nder'tandin":

*+ ter sharing the problem as3 the students to igure out ho/ many coo3ies

each girl /ould get i there /ere t/elve instead o eight+

"+ s3 the students or their ans/ers and an eplanation o each ans/er+

F+ G-ided Pra&ti&e:

*+ Put the children in groups o our and give each group #@ paper coo3ies+

"+ !ive them their o/n /hiteboards or placemats to use as division boards+


10/14

#+ !ive the children the ollo/ing problem and allo/ them to /or3 it out as the

teacher does on hisher /hiteboard+ CSusie and >li8abeth made coo3ies or

their riends+ There are t/enty-our coo3ies and they /ant to give each othem our+ 0o/ many riends can they share their coo3ies /ithF Tell the

children to raise a 9uiet hand /hen their group has completed the problem+

G+ Inde!endent Pra&ti&e:

*+ s3 the students to ma3e up three division problems o their o/n+

"+ Be sure to tell them to /rite do/n all o the problems they attempt to ans/er+

#+ .versee the children as they do this activity to see i anyone needs help+

1. Strategies for Exceptional Children:

a+ 2or enrichment, increase the number o coo3ies given to gitedchildren and, during independent practice, give them a more diicult

problem to /or3+

b+ 2or remediation, allo/ the children to use larger objects to ans/er

simpler problems+

2. Activities which Value Cultural Diversity:

a+ llo/ the children /ho spea3 >nglish as a second language, to tell the

/ord or 4coo3ie4 and 4count out the coo3ies4, in their native

language+

b+ 7hildren rom other cultures /ill be allo/ed to bring several small

objects rom home that are related to their culture to use as an eampleo one-digit division+

. Activities which !oster Active "n#uiry$ Critical %hin&ing$ and

'ro(le) Solving:

a+ s3 the children to bring small objects rom home that they /ill be

able to use or the ollo/ing day?s division activities+ >amples) egg

cartons, buttons, pencils, etc+

b+ The class /ill also go to the caeteria or a small ield trip to see the

real-lie application o division+ They can Cintervie/ the lunchroom

sta about the /ay that they use division+ Epon returning to theclassroom, they /ill be given one or t/o division problems about

ood+ %>+ C& /e made $@ chic3en ingers, have /e made enough or

eight students to get ten eachF'


11/14

H+ C.o'-re and S-**ary:

*+ 7lose the day?s math lesson by allo/ing the children to relate their

o/n division problems and ans/ers to the other students+

"+ s3 the children to loo3 or related /ays to use division throughoutthe day in the school building and /hen they get home, and have them

report their indings the ollo/ing day during math time+

III+ A''e''*ent Te&hni3-e':

The students in Mrs+ 7annon?s third-grade math class /ill do one-digit divisionproblems by ma3ing e9uivalent sets at an accuracy rate o 6@A+

&t is necessary to determine /hether or not a child can construct e9uivalent sets,

s3ip count, subtract, and do simple multiplication problems, beforethe lesson is taught+

The teacher can 9ui8 the children on s3ip counting by having them s3ip count out loudtogether, /hile heshe chec3s or understanding+ The teacher can give the children

various groups o small objects to determine their ability to construct e9uivalent sets,

subtract, and complete simple multiplication problems+ The same sets can be used to/or3 division problems+

IV+ Materia.'

"@@paper coo3ies, /hiteboard, magnetic chal3board, 3ey /ord display pieces,

small /hiteboards or placemats %division boards', dry erase mar3ers, paper,

pencils+

Boo3s) 0utchins, P+ %*65I'+ %he Door(ell *ang.1e/ Jor3) Scholastic+ %&SB1)@-$6@-:**@6-5'


12/14

Lesson Plan &D) *#@#5

Tit.e:

A ath and 9anguage Arts lesson' 5ntrodution to Division

O0er0iew4Annotation:The lesson $ill hel! students develo! an initial understanding o#

division and lari#y ho$ the #our o!erations o# addition)

subtration) multi!liation) and division relate to and are se!arate

#rom eah other. The lesson begins $ith a brainstorming

disussion $hih builds bakground and #osters om!rehension. A

big book) The Doorbell Rang,by (at Huthins) is used along $ith

mani!ulatives to !rovide instrution at onrete and !itorial

levels. 0tudents $ill demonstrate $hat they have learned by

$riting a short story inor!orating sim!le division.

Pri*ary Learnin"

Ob/e&ti0e5'6: 0tudents $ill develo! an initial understanding o# division andstate ho$ the #our o!erations o# addition) subtration)

multi!liation) and division relate to and are se!arate #rom eah

other.

Additiona. Learnin"

Ob/e&ti0e5'6:

A!!ro7i*ate D-ration o)

the Le''on:

I* to 6@ Minutes

Materia.' and E3-i!*ent:

Chart !a!er) magneti dry erase board) dry erase markers)

magneti ookies) The Doorbell Rang,by (at Huthins "big book%)

sissors and handout "see attahment% #or eah student

Te&hno.o"y Re'o-r&e'

Needed:

,a&1"ro-nd4Pre!aration:

agneti ookies an be made by gluing magnets to the bak o#

real ookies or om!uter&generated ookies. (re!are an area $ith

large :oor s!ae $ith students seated in #ront o# an easel or

dis!lay #or hart !a!er) the big book and magneti $hite board.

0el#&stik notes must be a!!lied to division ans$ers throughout

the big book.

Pro&ed-re'4A&ti0itie': *+'0ave the students sit on the loor in ront o an easel and

chart paper+ 7onduct a brainstorming session+ Tell thestudents that /e learn ne/ concepts by ma3ing connections to

/hat /e already 3no/+ s3 the students i they 3no/ /hat

division is+


13/14

/ith emphasis since this chart /ill be posted or reerence+

lso, ac3no/ledge multi-subject reerences+ 4Math is a =thing=%noun', yet it is something /e =do=%verb'+4

"+'2ollo/ing the class discussion, give each student the

handout %see attached' /ith t/elve chocolate chip coo3ies onit+ Describe this as a coo3ie sheet+ Discuss that it is a natural

array, meaning that people usually arrange coo3ies in this

manner+ Relate the coo3ie array to multiplication+ s studentscut the paper coo3ies apart, remind them that division is

something they do /hen they share a snac3 /ith someone+

#+'The Doorbell Rangeatures a mother /ho has made a pan

o coo3ies or t/o children+ >very time the doorbell rings and

more children arrive, the characters must igure out ho/

many coo3ies everyone /ill receive+ ter there are t/elve

children, the boo3 has a surprise ending /hen !randmacomes to visit bringing more coo3ies+ s the the big boo3 is

read, have the students divide their paper coo3ies ollo/ingthe story line+ ter students have determined ho/ many

coo3ies each child /ill have, the teacher removes the stic3y

note to reveal the correct ans/er+ 0eshe also divides themagnetic coo3ies and /rites the division sentence on the

/hiteboard+

:+'0ave the students /rite a short story similar to TheDoorbell Rang+ 0ave them incorporate at least # division

problems in the story+ ter the students have completed theirstories, let them choose a partner to help them act out thestory+ Ma3e sure the students /rite the division sentences at

the bottom o the story+ 7ollect the stories or a grade+

Atta&h*ent': 7oo3ies

A''e''*ent Strate"ie':

The teaher $ill observe) listen) and reord student res!onses

during the brainstorming session. ;bservation o# mani!ulatives

and res!onses during the initial reading ativity $ill indiate

om!rehension.

E7ten'ion:The Doorbell Rang) Again


14/14

The Doorbell Rang - Math Lessons

Documents

Transcript of The Doorbell Rang - Math Lessons