Division 1 Math Lesson Plan Sun 29th Oct
Division 1 Math Lesson Plan Sun 29th Oct
Division 1 Math Lesson Plan Sun 29th Oct
teacher books NA
student book(s) NA
worksheets/ papers Different types of papers will be given to the students according to their
centers (colourful papers, paper charts and papers that includes equations)
student materials/ Mini white boards, markers, pencils, colours, flashcards, scissors, play-
manipulatives dough, glue, paddles and plastic plates.
technology NA
other NA
Solutions:
Behavior rules will be clearly announced at the beginning of the lesson in order to avoid any
negative behavior from occurring, as they will be told that all centers requires all students to have a
turn. However, if a certain student continued misbehaving she will be told that her whole group will
loose a point from their jigsaw profile (Online behavior system), as well as she will not continue
participating in the specific center she is in. In such way, the student will behave well because her
team will inform her that they want to win points and she needs to behave accordingly. Therefore, all
centers will attract the students since they contain hands on activities and students will behave well
because they will want to complete the activities within the centers. Moreover, teacher will explain
each center to the students before they begin in order to ensure that they are on the right track.
Finally, if students do not know how to convert fractions into divisions, she will remind them of the
song that they will sing at the beginning of the lesson.
Lesson Schedule
Targeted teacher language: Fraction, numerator, denominator and division.
Student language: Students will share with their teacher the meaning of fractions, numerator,
denominator and division by giving her examples. For example, a student would say Division means
we are sharing equal slices of a pizza.
Engage (warm up, review prior knowledge): Time:
(Thus, students who are going to behave well and participate within the classroom will
be rewarded by adding point into their jigsaw profile).
Transition: Teacher will transition the students in to the middle part of the lesson
(activity) by saying ABC- 123.
Core (introduce and practice new concepts & procedures):
Center 2
Students will be given 10 small cards that contain equations such as (8/4).
Students will put the small cards in the middle of the table and they will take
turns by pulling out one card. Once a student pulled out a card, the card will
contain questions such as the ones mentioned above. Students will be solving
that question individually. They will have colourful papers to write their
answers in it, as they must draw flower shapes that illustrates their answer. For
example, a student will put out a card that contains this equation 8/4, she will
show her card to the rest of the students and they will all begin converting that
fraction into division. After that, she will draw eight flowers and add the
division sign then draw four flowers. Once all of the students have finished
working on the same questions, they will share their answers together and a
different student will pull out a second card and follow the same steps they
have done previously.
Center 3
Students will be given several papers that contain random numbers and
division sign on them. Students must first, order the numbers along with the
sign and then cut the numbers and division sign shape and paste them in the
correct order into their answer sheets. For example, a student has a paper that
contains , 8, 4 she must first think that this should be the correct order 84
and then cut out the numbers and the division sign and paste them in her
answer sheet in the correct order. Students will have several papers to
complete and papers will contain 10 questions. Therefore, students will be
working in different sheets and by the end they will gather their answers that
they have pasted in their papers and check whether they think its correct or
incorrect.
Center 4
Students will be given a paper that contains 10 questions of fractions and
divisions. Each student will have a flashcard with a stick that looks like a
paddle and their job is to choose one question from the list and solve it in their
paddle. Once they have all finished solving that question they will turn their
paddle in order to see each others answer and find out if their answers match
or not. Hence, students will choose one question that they will all solve and
then they will solve it individually and when they are done they will move on
to the next question and follow the same directions.
Center 5
Students will be given a list that contains 10 questions of converting fractions
into divisions. Also, students will be given plates and colours in order to
answer the questions. Students will answer the questions by putting their
finger into the colours paint and print their fingers into the plates. For
example, student will have 8/4 her job is to put her finger in the paint and add
8 finger prints on the left side of the plate and draw the division sign and
finally add 4 finger prints to the right side of the plate. Each student will be
solving different questions from the list.
(Thus, students who are going to behave well and participate within the classroom will
be rewarded by adding point into their jigsaw profile).
Transition: Teacher will transition the students into the last part of the lesson (closure)
by clapping her hand.
Close (wrap up, discussion, brief review activity or assessment):