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Lesson Plan

Sharing Candy: Connected Solution Paths

teaches Common Core State Standards 111.5.4.H
teaches Common Core State Standards 111.5.4.K
teaches Common Core State Standards 3.C.4
teaches Common Core State Standards CCSS.Math.Content.3.OA.A.2
teaches Common Core State Standards CCSS.Math.Practice.MP4
teaches Common Core State Standards CCSS.Math.Practice.MP1
teaches Common Core State Standards MAFS.3.OA.1.2
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Students will understand that division can be represented using pictorial representations to show equal groups. The suggested public discussion of student work shows connected solution paths across the tasks. Discussing this work publicly is important because students are just beginning to develop understanding of division and realize that division can be represented using the concept of equal groups. Each piece of student work shows a progression toward connecting the concept of division to equal groups, whether in the beginning stages of development or close to mastery. It is also important for students to connect the concept of numerical expressions to visual representations. Three pieces of work are shown. The first (Student Sample A) shows the student has some understanding that there are 24 pieces that needs to be grouped into 3 sections. However, his understanding stops there. As shown, he became confused with the concept and did a variety of algorithms that showed a misunderstanding of division. The second (Student Sample B) shows that the student grasped the idea of separating the number 24 into three separate groups. This child did not need to use a picture and instead used an algorithm. The third (Student Sample C) began with a more advanced strategy of repeated subtraction but became confused and followed the same pattern as Student B. The solution paths are connected by the use of different operations, none of which include division! All three students attend to the idea of fair shares as equal groups, and two (B and C) revert to a guess and adjust strategy using addition. The discussion of all three pieces helps to connect these solution paths to the concept of division. This Student Work Discussion Plan was created by a member of the 2015 Delaware Dream Team. Special Materials: Recording Sheet Manipulatives (optional)
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