Lander University Teacher Education Lesson Plan Template
Rev. 2013
Teacher Candidate: Amanda Bruce Lesson # _3 Subject/Grade: Math Date and Time of Lesson: 11/6/2013 Learning Objective: (must support unit objectives identified in TWS 3)
Students will be able to identify and define division problems and their parts, and know how to work division problems with remainders. Alignment with Standards: (must support unit standards identified in TWS 3)
Common Core: Number and Operations in Base Ten2 4.NBT Indicator: Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Developmental Appropriateness or Cross-curricular connections: (should parallel information in TWS
Section 3)
Discuss why your learning objectives are appropriate in terms of development; prerequisite knowledge, skills, or cross curricular integration, and/or other student needs. Refer back to TWS 1. Students have current knowledge of multistep division problems. Students can now understand the concept of what to do after they complete the dividing process and there is something left over (remainder). Assessment(s) of the Objectives: (must support unit assessments identified in TWS 3)
What assessment(s) will you use to determine student learning (pre, during, post)? Each objective should be aligned with an assessment. Lesson Objective(s) Assessment(s) of the Objective(s) Students will use the division definition terms and dividing steps when answering the problems. Use of Formative Assessment (TWS section 7) Identify which students were able to use the division terms and dividing steps while answering the questions. Students will work in pairs to solve division problems with a remainder and write down their answers on notebook paper to be turned in. Students will discuss how they answered the problem using the division terms.
Pre: We will review the division and its parts. (Quotient, dividend, divisor, and remainder). And go over the steps of dividing with a remainder: 1. Multiply 2. Divide 3. Subtract 4. Bring it down During: Students will use manipulative math pieces to indicate the division process with a remainder.
Students will work together in pairs and use Hershey kisses and colored squares to demonstrate their understanding of division with a remainder.
Lander University Teacher Education Lesson Plan Template Post: Students will complete an exit slip. Students will complete the last 4 questions on the Prezi slide. Students will work on the last 4 questions on the Prezi slide on their own to be turned in for understanding of the lesson taught.
Rev. 2013
Accommodations: (should parallel information in TWS 3 and show use of TWS 1 data) For one student in class who has intellectual disabilities, I will have him work with the assistant teacher (because he doesnt work well with peers) in using the manipulatives. Materials: 1. Prezi: http://prezi.com/klkcpsl--ffp/dividing-withremainders/?utm_campaign=share&utm_medium=copy 2. Paper/pencils 3. Hershey kisses and colored squares Procedures: Motivation techniques: Chocolate! Students who participate in the lesson will get to keep the Hershey kisses as a reward. 1. Pre-assessment class warm up: students will begin the lesson with familiarizing them with the definition of the parts of division. 2. The teacher will use the Prezi on dividing with remainders. 3. Students will write down the parts of division. 4. Students will be paired up and will be given math manipulatives (Hershey kisses and colored squares) to use while working with math problems. 5. We will do the first problem as a class. The teacher will demonstrate how to use the math manipulatives. The squares represent the divisor and the kisses represent what is being dispersed (the dividend). 6. While demonstrating how to use the math manipulatives, the teacher will use division terms and the division steps. 7. Students get 10 minutes to complete 3 problems with their partner. The Teacher will observe the students and make sure that they are incorporating the manipulatives properly. 8. At the end of the 10 minutes, the teacher will call on a pair to share to the class the steps they took to get to the answer. 9. Exit Slip: Students are then asked to go back into their seats and complete the last four questions on their own. *Procedures must include probing questions that will be asked during the lesson. Probing questions focus student attention on important elements of the lesson and help them think more deeply about the concepts. Probing Questions: What to do when you divide and there is something left over? Can you define the names of the parts of a division problem?
Lander University Teacher Education Lesson Plan Template
Rev. 2013
Activity Analysis: (must support TWS 3 and show use of TWS 1 data) Identify at least two activities you plan to use in this lesson and explain why you are planning these specific activities. In your explanation include the following prompts: How each activity (instructional strategy) supports the lesson objective(s). 1. A review of division and its parts: Write down the parts of division (Quotient, dividend, divisor, and remainder). And go over the steps of dividing with a remainder: Multiply, Divide, Subtract, Bring it down. These will help students be able to recall the parts of division, and use the steps of dividing to help with solving problems and with math talk. 2. Use manipulatives to answer questions: The use of math manipulatives for teaching a new math concept is a good concrete strategy to reach students various learning styles. 3. Exit Slip: Used to identify the students understanding of the lesson and to use as an assessment.
How the activities stem from student characteristics, needs, and/or contextual factors identified in TWS 1. The students in Mrs. Marins class are currently on the fourth grade math level in SRA Math. The information gathered from the student interest inventory indicates that the students are kinesthetic learners. Using the math manipulatives will help reach their learning style. What technology you will use to implement the activities, how the technology will be used, and who will use the technology. If you do not plan to use any form of technology, provide a clear rationale for its omission. I will incorporate the Promethean Board to show a Prezi on division with remainders.
References: Carrigan, L. (2013, October 29). Dividing with remainders. Retrieved from http://prezi.com/klkcpsl-ffp/dividing-with-remainders/?utm_campaign=share&utm_medium=copy
