Lesson Plan:

Dizzy Division

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Grade
Subject
Standards
August 8, 2015
by April Brown

Learning Objectives

Students will be more fluent with solving basic division facts up to 12.

Lesson

Introduction (5 minutes)

  • Ask a student to explain the rules of Duck, Duck, Goose.
  • Give a brief overview of the game, and play a quick round of the game with your students.
  • Explain to your students that they will play a similar game that also incorporates solving division problems.

Explicit Instruction/Teacher Modeling (10 minutes)

  • Have the students stay seated in a circle.
  • Explain to the students that they will be playing a new game called Dizzy Division.
  • Explain the directions of the game to the students.
  • Place a pile of division flash cards in the middle of the circle.
  • Choose a student to go first as the "dizzy" student. Instruct the student to start the game by walking around the circle and touching the students' heads.
  • While the dizzy student is walking around, instruct the students who are sitting down to solve the division card that is facing up on the pile. Have them solve the problem silently without telling the other students their answer.
  • When the dizzy student stops on the student he wants to choose, have him touch the student’s head and say "divide."
  • The student who is chosen must say the answer of the division problem accurately and try to catch the dizzy student before he gets back to his seat.
  • The student who was chosen may not start running until he says the answer of the division problem accurately. The dizzy student may start running once he says “divide.”
  • If the student who was chosen gets the problem wrong, the dizzy student should choose a different student to solve the problem, or the class can help the chosen student to solve the problem.
  • If the student who was chosen catches the dizzy student before he gets back to his seat, the dizzy student must play the same role again and choose a different student to divide.
  • When it is time to switch to the next division problem, a chosen student will take the card on the top and move it to the bottom of the pile.

Guided Practice/Interactive Modeling (10 minutes)

  • Play a practice round with the students prior to beginning the game.
  • Clarify any confusion, and answer questions students might have.

Independent Working Time (20 minutes)

  • Begin the game with the students.
  • Be sure that all students have a chance to solve a division problem.

Extend

Differentiation

  • Enrichment: Have your students come up with their own division story problems or equations.
  • Support: Give your students multiplication charts or manipulatives as resources.

Review

Assessment (10 minutes)

  • Observe the students as they play the game. Make note of students who struggle to figure out the answer and students who quickly solve the answer.
  • Pass out the division quiz, and instruct your students to complete it.

Review and Closing (5 minutes)

  • Write the answers for the quiz on the whiteboard.
  • Ask students to correct their own sheets.

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