Lesson Plan Form

CSUDH Teacher Education Department

Candidate: Perez,
Alejandra
Subject: Math Grade Level: 4th Teaching Date:
Standard: Math
Operations and Algebraic Thinking 4.0A
Use the four operations with whole numbers to solve problems.
2. Multiply or divide to solve word problems involving multiplicative comparison, e.g.,
by using drawings and equations with a symbol for the unknown number to
represent the problem, distinguishing multiplicative comparison from additive
comparison.
Standard: Written Language K-5
Convention of Standard Language
1.Demonstrate command of the convention of standard English grammar and usage when writing or speaking.
Standard: Oral Language 3-5
Key Idea and Details
1.With prompting and support ask, and answer questions about key details in a text.
Standard: Math
Operations and Algebraic Thinking 4.0A
Use the four operations with whole numbers to solve problems.
2. Multiply or divide to solve word problems involving multiplicative comparison, e.g.,
by using drawings and equations with a symbol for the unknown number to
represent the problem, distinguishing multiplicative comparison from additive
comparison.
Standard: Written Language K-5
Convention of Standard Language
1.Demonstrate command of the convention of standard English grammar and usage when writing or speaking.
Standard: Oral Language 3-5
Key Idea and Details
1.With prompting and support ask, and answer questions about key details in a text.
Standard: Math
Operations and Algebraic Thinking 4.0A
Use the four operations with whole numbers to solve problems.
2. Multiply or divide to solve word problems involving multiplicative comparison, e.g.,
by using drawings and equations with a symbol for the unknown number to
represent the problem, distinguishing multiplicative comparison from additive
comparison.
Standard: Written Language K-5
Convention of Standard Language
1.Demonstrate command of the convention of standard English grammar and usage when writing or speaking.
Standard: Oral Language 3-5
Key Idea and Details
1.With prompting and support ask, and answer questions about key details in a text.
Standard: Math
Operations and Algebraic Thinking 4.0A
Use the four operations with whole numbers to solve problems.
2. Multiply or divide to solve word problems involving multiplicative comparison, e.g.,
by using drawings and equations with a symbol for the unknown number to
represent the problem, distinguishing multiplicative comparison from additive
comparison.
Standard: Written Language K-5
Convention of Standard Language
1.Demonstrate command of the convention of standard English grammar and usage when writing or speaking.
Standard: Oral Language 3-5
Key Idea and Details
1.With prompting and support ask, and answer questions about key details in a text.
I. Description of Content & Content Type (Fact, Procedure, Concept, Principle): Students will use various
division algorithms and solve division word problem in group work. (Procedure, Concept)
I. Description of Content & Content Type (Fact, Procedure, Concept, Principle): Students will use various
division algorithms and solve division word problem in group work. (Procedure, Concept)
I. Description of Content & Content Type (Fact, Procedure, Concept, Principle): Students will use various
division algorithms and solve division word problem in group work. (Procedure, Concept)
I. Description of Content & Content Type (Fact, Procedure, Concept, Principle): Students will use various
division algorithms and solve division word problem in group work. (Procedure, Concept)
II. Learning Outcome: Students will solve division word problems in groups, pairs, and in individual
assignments and explain their methods and procedures discussed in class using diagrams, pictures or drawings.
II. Learning Outcome: Students will solve division word problems in groups, pairs, and in individual
assignments and explain their methods and procedures discussed in class using diagrams, pictures or drawings.
II. Learning Outcome: Students will solve division word problems in groups, pairs, and in individual
assignments and explain their methods and procedures discussed in class using diagrams, pictures or drawings.
II. Learning Outcome: Students will solve division word problems in groups, pairs, and in individual
assignments and explain their methods and procedures discussed in class using diagrams, pictures or drawings.
III. Curriculum Connection (How lesson fits into larger unit sequence): Encouraging students to work
together in math lessons will lessen stress levels and motivate social skills to develop. Division word problems
will reinforce multiplication equations and interpretations and prepare them for multistep word problems.
III. Curriculum Connection (How lesson fits into larger unit sequence): Encouraging students to work
together in math lessons will lessen stress levels and motivate social skills to develop. Division word problems
will reinforce multiplication equations and interpretations and prepare them for multistep word problems.
III. Curriculum Connection (How lesson fits into larger unit sequence): Encouraging students to work
together in math lessons will lessen stress levels and motivate social skills to develop. Division word problems
will reinforce multiplication equations and interpretations and prepare them for multistep word problems.
III. Curriculum Connection (How lesson fits into larger unit sequence): Encouraging students to work
together in math lessons will lessen stress levels and motivate social skills to develop. Division word problems
will reinforce multiplication equations and interpretations and prepare them for multistep word problems.
IV. Instruction
A. Engagement (Motivational Activity): In groups of at least four members, each group will be given the
task to evenly divide (distribute) a basket of leaves among the group members. Any solutions that are
given will be written down on their math journal for reflection.
B. Instructional Sequence (Teaching Methodology with Student Activities):
Step #1: Students divide portions amongst each other
a. Students first discuss with a parter for a few minutes.
b. Students then share answers out loud with classmates.
Step #2: Class word Problem Is Given
a. Mr. Pickles has 28 sheets of construction paper for his art class, and there are seven students in class.
Mr. Pickless needs to make sure that each student has at least three sheets for the art project he is giving.
Do you think that Mr. Pickles has enough paper for each student? How can Mr. Pickles make sure that
everyone has enough? Explain in a diagram or drawing your answers. Students will have 10 minutes to
solve the problem on their own (all work must be shown in their math journal).
b. Students can work in a group or with a partner to compare answers, teacher will listen to responses.
Step #3: Students show on board solutions
a. Other students that have new ways of solving the problem can explain their methodology.
b. Teacher can then (after students) share a personal method of solving the problem.
Step #4: Other methodologies students found are shared on board using charts, diagrams, visual
aids a.How many of you liked Jacks method? Why? How is Jacks method different from my own? How
can we improve Jacks method? Students write a reflective entry on their journals to reinforce the word
problem.
b. Students can redo the word problem using a new method they learned and explain why they liked it
better (also a reflective entry in journal).
Step #5: See Application Task
a. Students with new methodologies will be encouraged to share them with class.
b. Students will use visual aids to explain new methodologies in front of class, or at their desks.
C. Application Task: In pairs students to make up a division word problem of their own for their partner to
solve. Students pair up with a different partner and exchange word problems. Paring allows students to
also proof read and make sure that the word problems being exchanged make sense/ are cohesive and easy
to understand. After solving the partner word problems students write down their thinking process of how
they made up their division word problem; in journal: How was this word problem challenging or easy?
How did you solve it? Why did or didnt you like it? (See step 5a)
D. Materials & Resources:
*Baskets
*Leaf outs (make sure you have extras)
*Assessment Worksheet and cut outs (see attachment)
IV. Instruction
A. Engagement (Motivational Activity): In groups of at least four members, each group will be given the
task to evenly divide (distribute) a basket of leaves among the group members. Any solutions that are
given will be written down on their math journal for reflection.
B. Instructional Sequence (Teaching Methodology with Student Activities):
Step #1: Students divide portions amongst each other
a. Students first discuss with a parter for a few minutes.
b. Students then share answers out loud with classmates.
Step #2: Class word Problem Is Given
a. Mr. Pickles has 28 sheets of construction paper for his art class, and there are seven students in class.
Mr. Pickless needs to make sure that each student has at least three sheets for the art project he is giving.
Do you think that Mr. Pickles has enough paper for each student? How can Mr. Pickles make sure that
everyone has enough? Explain in a diagram or drawing your answers. Students will have 10 minutes to
solve the problem on their own (all work must be shown in their math journal).
b. Students can work in a group or with a partner to compare answers, teacher will listen to responses.
Step #3: Students show on board solutions
a. Other students that have new ways of solving the problem can explain their methodology.
b. Teacher can then (after students) share a personal method of solving the problem.
Step #4: Other methodologies students found are shared on board using charts, diagrams, visual
aids a.How many of you liked Jacks method? Why? How is Jacks method different from my own? How
can we improve Jacks method? Students write a reflective entry on their journals to reinforce the word
problem.
b. Students can redo the word problem using a new method they learned and explain why they liked it
better (also a reflective entry in journal).
Step #5: See Application Task
a. Students with new methodologies will be encouraged to share them with class.
b. Students will use visual aids to explain new methodologies in front of class, or at their desks.
C. Application Task: In pairs students to make up a division word problem of their own for their partner to
solve. Students pair up with a different partner and exchange word problems. Paring allows students to
also proof read and make sure that the word problems being exchanged make sense/ are cohesive and easy
to understand. After solving the partner word problems students write down their thinking process of how
they made up their division word problem; in journal: How was this word problem challenging or easy?
How did you solve it? Why did or didnt you like it? (See step 5a)
D. Materials & Resources:
*Baskets
*Leaf outs (make sure you have extras)
*Assessment Worksheet and cut outs (see attachment)
IV. Instruction
A. Engagement (Motivational Activity): In groups of at least four members, each group will be given the
task to evenly divide (distribute) a basket of leaves among the group members. Any solutions that are
given will be written down on their math journal for reflection.
B. Instructional Sequence (Teaching Methodology with Student Activities):
Step #1: Students divide portions amongst each other
a. Students first discuss with a parter for a few minutes.
b. Students then share answers out loud with classmates.
Step #2: Class word Problem Is Given
a. Mr. Pickles has 28 sheets of construction paper for his art class, and there are seven students in class.
Mr. Pickless needs to make sure that each student has at least three sheets for the art project he is giving.
Do you think that Mr. Pickles has enough paper for each student? How can Mr. Pickles make sure that
everyone has enough? Explain in a diagram or drawing your answers. Students will have 10 minutes to
solve the problem on their own (all work must be shown in their math journal).
b. Students can work in a group or with a partner to compare answers, teacher will listen to responses.
Step #3: Students show on board solutions
a. Other students that have new ways of solving the problem can explain their methodology.
b. Teacher can then (after students) share a personal method of solving the problem.
Step #4: Other methodologies students found are shared on board using charts, diagrams, visual
aids a.How many of you liked Jacks method? Why? How is Jacks method different from my own? How
can we improve Jacks method? Students write a reflective entry on their journals to reinforce the word
problem.
b. Students can redo the word problem using a new method they learned and explain why they liked it
better (also a reflective entry in journal).
Step #5: See Application Task
a. Students with new methodologies will be encouraged to share them with class.
b. Students will use visual aids to explain new methodologies in front of class, or at their desks.
C. Application Task: In pairs students to make up a division word problem of their own for their partner to
solve. Students pair up with a different partner and exchange word problems. Paring allows students to
also proof read and make sure that the word problems being exchanged make sense/ are cohesive and easy
to understand. After solving the partner word problems students write down their thinking process of how
they made up their division word problem; in journal: How was this word problem challenging or easy?
How did you solve it? Why did or didnt you like it? (See step 5a)
D. Materials & Resources:
*Baskets
*Leaf outs (make sure you have extras)
*Assessment Worksheet and cut outs (see attachment)
IV. Instruction
A. Engagement (Motivational Activity): In groups of at least four members, each group will be given the
task to evenly divide (distribute) a basket of leaves among the group members. Any solutions that are
given will be written down on their math journal for reflection.
B. Instructional Sequence (Teaching Methodology with Student Activities):
Step #1: Students divide portions amongst each other
a. Students first discuss with a parter for a few minutes.
b. Students then share answers out loud with classmates.
Step #2: Class word Problem Is Given
a. Mr. Pickles has 28 sheets of construction paper for his art class, and there are seven students in class.
Mr. Pickless needs to make sure that each student has at least three sheets for the art project he is giving.
Do you think that Mr. Pickles has enough paper for each student? How can Mr. Pickles make sure that
everyone has enough? Explain in a diagram or drawing your answers. Students will have 10 minutes to
solve the problem on their own (all work must be shown in their math journal).
b. Students can work in a group or with a partner to compare answers, teacher will listen to responses.
Step #3: Students show on board solutions
a. Other students that have new ways of solving the problem can explain their methodology.
b. Teacher can then (after students) share a personal method of solving the problem.
Step #4: Other methodologies students found are shared on board using charts, diagrams, visual
aids a.How many of you liked Jacks method? Why? How is Jacks method different from my own? How
can we improve Jacks method? Students write a reflective entry on their journals to reinforce the word
problem.
b. Students can redo the word problem using a new method they learned and explain why they liked it
better (also a reflective entry in journal).
Step #5: See Application Task
a. Students with new methodologies will be encouraged to share them with class.
b. Students will use visual aids to explain new methodologies in front of class, or at their desks.
C. Application Task: In pairs students to make up a division word problem of their own for their partner to
solve. Students pair up with a different partner and exchange word problems. Paring allows students to
also proof read and make sure that the word problems being exchanged make sense/ are cohesive and easy
to understand. After solving the partner word problems students write down their thinking process of how
they made up their division word problem; in journal: How was this word problem challenging or easy?
How did you solve it? Why did or didnt you like it? (See step 5a)
D. Materials & Resources:
*Baskets
*Leaf outs (make sure you have extras)
*Assessment Worksheet and cut outs (see attachment)
V. Assessment Strategies: Students will have a worksheet with both multiplication and division problems with
cut out options, they can also draw their own diagrams.
V. Assessment Strategies: Students will have a worksheet with both multiplication and division problems with
cut out options, they can also draw their own diagrams.
V. Assessment Strategies: Students will have a worksheet with both multiplication and division problems with
cut out options, they can also draw their own diagrams.
V. Assessment Strategies: Students will have a worksheet with both multiplication and division problems with
cut out options, they can also draw their own diagrams.
VI. Accommodations for Individual Learners: ELL students are paired with English speaking students, visual
aids and vocabulary cards will be accessible to all students for reference. Visually impaired students will work
with a group instead of a partner, and have access to brail word problems.
VI. Accommodations for Individual Learners: ELL students are paired with English speaking students, visual
aids and vocabulary cards will be accessible to all students for reference. Visually impaired students will work
with a group instead of a partner, and have access to brail word problems.
VI. Accommodations for Individual Learners: ELL students are paired with English speaking students, visual
aids and vocabulary cards will be accessible to all students for reference. Visually impaired students will work
with a group instead of a partner, and have access to brail word problems.
VI. Accommodations for Individual Learners: ELL students are paired with English speaking students, visual
aids and vocabulary cards will be accessible to all students for reference. Visually impaired students will work
with a group instead of a partner, and have access to brail word problems.