From Mr. Wendler
This is an example of how I organize my bansho unit. Instead of looking at all the possible strategies for each individual lesson (or question), I have tried to create a flow for the whole unit. This makes it easier for me to see where things are going. Although I let the work of the students, and any misconceptions that arise, actually guide the direction of my lessons; I find it helpful to have a sort of “plan” on hand.
The Unit Plan:
This is my Multiplication and Division unit plan (You have to scroll all the way down for the division part):
Division: Here are some simple worksheets that help students see the connections between the Grouping strategy, the Traditional Long strategy and the Traditional Short strategy:
Division – traditional long – wrksht
Division – traditional short – wrksht
These are examples of tests used at the end of the unit (a summative assessment), divided into the four categories of assessment (Knowledge, Thinking, Communication, and Application). Because of how the tests are set up, they sometimes rely on teachers to use their professional judgement to evaluate the thinking or communication component. At first this can be a bit intimidating, but once you have marked a few you quickly get a sense of work that shows that a students “gets” the concepts (show a good or thorough understanding) or not. I have included some answer sheets of some tests to help give a sense of what I am looking for at different levels.
Possible modified tests for students on IEP’s:
Mostly Multiplication Test Grade 5 mod A 2012
Mostly Multiplication Test Grade 5 mod B 2012
Mostly Division Test Grade 5 Mod 2012
Mostly Division Test Grade 5 Mod 2012 B
In the Classroom:
This is what it looks like in the class: