Assessment
The learning goal of this lesson is that students will come away with a conceptual model of division as sharing equally. The assessment of this learning should take place informally throughout the course of the lesson, and focus on the students' conceptual understanding. The following chart illustrates what to look for during the different phases of the lesson:
| Pre-story discussion and story | Students may have a few ideas about what division is, and/or how it may be applicable to real-world settings, but will likely have misconceptions, or only partial understanding. Keep track of misconceptions to compare with the final discussion. |
| Classroom discussion | Students should have a better picture of division as sharing equally, should be able to respond with ideas that are close or similar to the target learning at the end of the discussion. |
| Computer activity | After the computer activity students should be much more comfortable with the concept of sharing equally. They should be comfortable with the different parts of a division problem (what you are sharing, how many groups you are sharing it with, how many things end up in each group). Students should also have some ideas about sharing strategies - these can either come from the classroom discussion or the activity. Different students will have different strategies, some may sort visually (place things until they look equal), some students may be able to sort by counting, others may use the support strategy in the activity of placing one item in alternating baskets. |
| Wrap-up discussion | Students should be very comfortable with the sharing equally concept. Students should be able to transfer what they have learned to other scenarios (sharing cookies with friends, etc) and should be able to generate their own scenarios. |