Lesson Plan Template: Math 323 Version

Name: Laurel Farina and Yvonne Boeskool Date: Monday, December 3, 2018
Grade Level: 4th grade Subject/ Topic: Division
Approx. time spent planning this lesson: *The template will expand as text is added.*
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions: The Use of Remainders in Division

Brief Context: Division was introduced in 3rd grade per the Common Core Standards. These two lessons will be
reteaching division and focusing on real-world applications.

Prerequisite Knowledge/Skills: Students must have been introduced to division already. The following are the 3rd
grade standards involving division.
CCSS.MATH.CONTENT.3.OA.A.2
Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each
share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are
partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a
number of groups can be expressed as 56 ÷ 8.
CCSS.MATH.CONTENT.3.OA.A.4
Determine the unknown whole number in a multiplication or division equation relating three whole numbers.
For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48,
5 = _ ÷ 3, 6 × 6 = ?
CCSS.MATH.CONTENT.3.OA.C.7
Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and
division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3,
know from memory all products of two one-digit numbers.

Lesson Objectives/Learning Targets Aligned Assessments

Consider formative & summative tools
Please number objectives and the aligned assessment measures.
The learner will: I will assess learning by:

1. Illustrate and model various word problems to 1. Looking for accurate depictions of what the word
demonstrate how they interpret the given problem. problem is representing.
2. Articulate their reasoning in regards to whether the 2. Listening for evidence of mathematical reasoning
remainder in a division problem should be kept/used, to define what the remainder means in the given
rounded up, or rounded down. problem.
3. Discuss with their partners as they think critically as to 3. Observing to see productive dialogue between
how to interpret a word problem into a mathematical student partners that includes critical thinking and
equation and vice versa. discussion.

Standards Addressed in Lesson: (Include full standard.)

CCSS.MATH.CONTENT.4.OA.A.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.
CCSS.MATH.CONTENT.4.NBT.B.6
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.

Instructional Resources:
Consideration of Learners:
How have you responded to your diverse learners? Consider UDL (Multiple means of Engagement, Representation,
Action & Expression) & principles of differentiation. If appropriate, identify individual accommodations you will make
in response to needs or interests of students.
1. Students tend to be individualist and competitive: Students may work better in pairs instead of large groups
which may spark arguments.
2. Students can become easily overwhelmed but are curious and concrete in their thinking: Activities will need to
be broken down into smaller scaffolded sections that offer hands on experiences to engage students’ learning.
3. Very verbal: Hypothetical questions may not be helpful, but small group discourse may be beneficial.
Northeast Foundation for Children. (2010). What Every 4th Grade Teacher Needs to Know About Setting Up and Running
a Classroom. Retrieved November 14, 2018, from https://www.responsiveclassroom.org/sites/default/files/et4intro.pdf

DOMAIN 2: THE CLASSROOM ENVIRONMENT

CLASSROOM MANAGEMENT: Note specific strategies you intend to use to keep students engaged, redirect off task
students, and facilitate procedures/transitions within your lesson.

PHYSICAL ENVIRONMENT: Note any specific ways you will use the environment to contribute to the learning.

DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: YOUR INSTRUCTION

BEFORE: Motivation/Opening/Intro: [Think creatively about how to recruit learning.]

● 15 minutes: Yvonne Introduces: Herding Game (adapted from The Teacher Studio)
○ Go over behavioral expectations - walking feet, etc.
○ Call out a type of animal (buffalo, giraffes, zebras, wild boars, cows, rabbits, elephants…) and the size of
the group you want students to form. Include some quiet animals so students have to not talk!
(Elephants—form groups of 5!)
○ Students make their own groups and sit down when they have a full group.
○ Ask students for help writing the equation on the board.
■ How many students do we have in total?
■ I asked you to make groups of…?
■ How many groups did we end up with?
■ So I just formed 4 groups of 5?
■ How many remainders?
○ Let’s make sure we did this right! Talk through the long division problem on the board.
○ Continue this cycle for however many times it takes until it goes smoothly. (Giraffes—form groups of 2!)
○ Have manipulatives ready to use instead of students moving their bodies in case of chaos.

DURING:Development: [It may help to number your steps with corresponding times.]
● Laurel: Introduce Kinds of Remainder Problems
○ Review with students kinds of remainder problems (with symbols): Keep the Remainder, Round Up,
■ Lead students through the following examples of problems that they will need to keep the
remainder, round up the remainder, and round down the remainder (with hand signals and
examples on board)
 ○ Keep/use the remainder: Your mom has 12 gifts to send to some of your relatives. She needs to decide
how many big boxes to buy, and will put the remaining gifts into a smaller box. The big boxes can fit 5
gifts. How many big boxes should your mom buy, and how many will she need to fit into a smaller box?
■ 12/5= 2 big boxes and 2 gifts in the smaller box
○ Round Up: The janitors at school knows that there will be 32 students sitting in the lunchroom. If each
table seats 6 students, how many tables will they need to set out?
■ 32/6=5 R2 = 6 tables
○ Round down: At home you and your siblings have a lot of toys that need new batteries. You have 21
batteries and each of your toys need 2 batteries to work. How many toys can you fix?
■ 21/2=10 R2 = 10 toys
■ Round down
● Student Practice
○ Teachers will read out each problem. Students will talk and draw models of the problems with their
partners. Teachers will regroup classroom attention to the front and students will vote individually
whether they think they should keep the remainder, round up, or round down the remainder.
○ Whichever teacher introduces problem will use the projector and a white board to model problems as
students describe their reasoning.
○ Mr. Barona wants to put his 50 students into relay race teams for Track and Field Day. There need to be
4 students on each team. How many teams of 4 can Mr. Barona make?
■ 50/4=12 R2 = 12 teams
■ Round down
○ It’s Mikey’s turn to carry library books from the classroom to the library. The books are very big and he
can only carry 10 at a time. If there are 55 books that need to be carried to the library, how many trips
will he need to take?
■ 55/10= 5 R5 = 6 trips
■ Round up
○ A farmer has 39 eggs and needs to pack them into cartons that fit 12 eggs each. How many cartons will
he fill and how many eggs will be in the partially filled carton?
■ 39/12=3 cartons with 3 eggs in the last carton
■ Keep/use the remainder
○ At the store your mom says she has $5 extra to share between you and your 3 siblings to buy something
for yourself. How much money will all four of you get?
■ $5/4=$1.25
■ Keep/use the remainder
○ You go out with your family to buy a total of 20 donuts. The baker explains that they ran out of big boxes
and will need to fit the donuts into boxes that only fits 6 at a time. How many boxes will you all need to
carry?
■ 20/6= 3 R2 = 4 boxes
■ Round up
○ A company bags 2000 pounds of potatoes into 12 pound bags. How many full bags with they be able to
sell?
■ 20/7=2 R6 = 2 bags
■ Round down

AFTER: Closure: (Be creative and consider authentic audiences for the work. Think beyond giving an assignment or
independent practice.)
● Give students the computational problem 17/9 and ask students to create and solve your own story problem to
represent it, and explain why you kept/used the remainder, rounded up, or rounded down.
○ Write the problem on the board for students to refer to.
○ Use problem as exit ticket/assessment.
● Have students share their problem (and how they solved it) with the class.