Karma Yoga

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• cours magistral

Karma Yoga Karma Yoga A book by Swami Vivekananda Based on lectures the Swami delivered in his rented rooms at 228 W 39th Street in December, 1895 and January, 1896. The classes were free of charge. Generally the Swami held two classes daily- morning and evening. Although the Swami delivered many lectures and held numerous classes in the two years and five months he had been in America, these lectures constituted a departure in the way they were recorded.

• streets of a big city
• manifestation of greater power
• selfish motive
• midst of the greatest silence
• great man
• character
• man
• power
• work

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• Cours magistral
• Goodwin
• Newton
• People's Republic of China
• New York City
• England
• United States
• Character
• Motive
• Selfishness
• Manifestation

Informations

• Publié par: soin
• Nombre de lectures: 22
• Langue: English

Extrait

Module on Division for Grade 3

By

Jillian Sebastiao




Table of Contents

Math Module Template
Overview of Daily Lessons
Lesson 1: Concept of Division
Lesson 2: Dividing into Equal Parts
Lesson 3: Grouping and Division Using Repeated Subtraction
Lesson 4: The Quotient
Lesson 5: Writing Division Horizontally
Lesson 6: Relationship between Multiplication and Division
Lesson 7: Solve by Finding a Mathematical Expression
Lesson 8: Multiplication and Division Using Larger Numbers
Pretest Form A





Adapted from:
Korean Mathematics, Grades 2-3. (2001). Edited by Janice Grow-Maienza, translated
by Sue Chung Nugent. Kirksville, MO: Truman State University. From Ministry
of Education. Arithmetic, Grades 1-6. Seoul, Korea: National Textbooks Inc,
l993.
Exploring Mathematics, Grade 3. (1994). Glenview, IL: Scott, Foresman, and
Company.



Module development was partially funded by the Missouri Coordinating Board for
Higher Education through the Eisenhower Professional Development Program.
Translations were partially funded by NSF ESIE SGER Project 0086580.

Math Module Template

Strand: Division

Grade Level: 3

Concepts Included in Module:
• Dividing into equal parts by sharing
• Dividing into equal parts by grouping
• Using a picture in division
• Using repeated subtraction to find the quotient
• Using multiplication to find the quotient
• Fact families
• Writing division in two different ways
• Solving word problems by finding the mathematical expression
• Dividing with larger numbers when dividends are multiples of 10

Author: Jillian Sebastiao

District: Wentzville R-IV, Green Tree Elementary

Statement of Basis for Selection of Strand/Concepts:
I chose to supplement the current curriculum with the Korean Mathematics
textbook. Therefore, the content chosen for this module is an integration of the Korean
Mathematics translation into the Scott Foresman curriculum that is currently in place in
the Wentzville R-IV school district. Interestingly, the concepts covered in the third grade
Exploring Mathematics textbook were covered in the second grade Korean Mathematics
textbook.

Overview of Daily Lessons:
Approximately fifty minutes each day were spent on mathematics instruction. We
began each lesson with a real-application word problem. I would give the students some
time to figure out the problem independently. Then, I would let individual students show
their answers on an overhead transparency or on the chalkboard. This allowed students
to see that there are different approaches to mathematics and that division is commonly
used in real life.
After the application word problem, I taught from the Korean Mathematics
curriculum. During these lessons, the students would write in their own modified version
of the Korean translation. First, I would teach a concept. Then, I would lead the class in
dependent practice. Next, the class would practice a few problems independently. This
method is very similar to the method used to teach mathematics in Korea (Grow, 2002).
The last fifteen minutes of class were spent on the Exploring Mathematics lesson.
Often the class found that the material presented in this book was very elementary in
comparison to the work they had completed throughout the first part of class. I continued
to assign homework from this textbook. The students were given about five minutes in
class to work on their homework. During this time, I checked for the students' conceptual
understanding by asking them questions about their work.
The students were assessed with a pretest and a posttest. Also, throughout the
unit, I administered two mid-chapter check-ups. I learned a lot from these check-ups
about what concepts the students needed more work on.

Lesson 1: Picnic Sharing Activity
Introduction to the Concept of Division

Objectives: Students will share items equally in groups of three or four.

Plan: Students are seated in groups of three or four. Each group is given a picnic basket
with various amounts of food. Their task is to divide the food equally among the three or
four students. They also draw the division of the food on their worksheet.

Materials: one picnic basket per group of 3-4 students; various fruits or candy (pretzels
work really well for the larger numbers)- each group will need four different types of
food; Picnic Sharing worksheet 1. You can also use paper plates to add more of a
"picnic atmosphere."

Informal Assessment:
1. Walk around to see the different methods that groups are using to share the food. You
will talk about the different methods tomorrow when division as sharing is more formally
introduced.
2. Collect the Picnic Sharing Activity sheets to make sure that all students understood the
activity.
Worksheet 1


Name: _____________________________ Date: _____________

Picnic Sharing Activity

Write the name of the food item, the total amount in the picnic basket (draw a
picture), the number of people in your group, and the number that each person in
your group gets (draw a picture). Follow the example.


Food Item: Total amount: Given to Each person
____ people gets _____

Example:
Watermelon 4 4 1
Lesson 2: Dividing into Equal Parts

Objectives: Students will divide objects equally with no remainders.

Plan:
1. Real-life application problem:
Give twelve mints (or other candies) to groups of three or four. Have them divide the
food equally. Ask for volunteers to show the class the method they used to divide their
candy.
2. Go through the problems in Korean modification pages 1 and 2. Students should write
in the books. They should circle the pictures to find their answers in this lesson.
3. Read through pages 296-297 in the Scott Foresman textbook.
4. Assign homework:
page 298 #5-18;
worksheets P83 from Practice/Exploring Mathematics in Scott Foresman;
E83 from Enrichmemtn/Exploring Mathematics in Scott Foresman.

Materials: three to four pieces of candy per student

Informal Assessment: Walk around the room to make sure that each student is circling
the correct amounts on each problem. Go over the first three problems in Scott Foresman
book as a class.

Page One of Korean modification

1. There are 6 strawberries. 2 strawberries are put in a dish.
How many dishes does it take to hold all 6 strawberries?

______ dishes are needed.


2. There are 15 bananas. 5 bananas are put in a basket.
How many baskets are needed?

______ baskets.


3. There are 12 apples which will be put in 3 dishes with equal numbers for each.
How many apples can be put in a dish?





______ can be put in a dish.



Page Two of Korean Modification

4. There are 10 presents which will be distributed to 5 people with equal numbers
for each. How many presents are given to each person?

______ presents



5. There are 20 flowers. They are divided among 4 vases with equal numbers in
each. How many tulips are in each vase?


______ flowers.
Lesson 3: Grouping and Division Using Repeated Subtraction


Objectives:
Students will define the terms "quotient" and "division."
They will understand how to write a division sentence.
Students will solve problems using repeated subtraction.

Plan:
1. hands-on application problem:
Each student is given 16 miniature blocks in a cup. Individually, they must show (one at
a time): how to divide the blocks into 2 groups, into 8 groups, and into four groups. After
each problem is introduced, students have a couple minutes to work on it at their desks.
Then, I take volunteers to show the class on the overhead how they solved the problem.
After making sure each student has the correct representation at his/her desk, I show them
what the division sentence looks like: either 16 ÷ 2; 16 ÷8; or 16 ÷ 4. After all three
problems are completed, introduce the terms "division" and "quotient."

2. Go through the problems in Korean modification pages 3 and 4. This is where
repeated subtraction is introduced. Go through the example with the balloons thoroughly
with the class. Students should continue to write in the books. Read through pages 300-
301 in Scott Foresman textbook.

4. Assign homework:
pages 302-303, #5-25 in Scott Foresman
worksheets: Practice/Exploring Mathematics P 84
Enrichment/Exploring Mathematics P 84

Materials: miniature blocks (The ones from the base ten blocks work great!)

Informal Assessment: Walk around the room to make sure that each student is following
the repeated subtraction. Go over the first three problems in S