Lesson Plan Design

Subject: Math Grade: 4th/5th Combo (4th grade) Lesson Topic: Using Objects to
Divide

Name: Rachael Hubbard

1. Introduction: (Identify Grade Level K12 Academic Content Standard(s), rationale, focus
learner, create bridges from past learning, behavior expectations)

Rationale:
4.NBT.B.6 Find whole number quotients and When learning to divide, it is
remainders with up to four-digit important to introduce multiple
dividends and one-digit divisors, strategies for solving because there
using strategies based on place are different types of learners and a
value, the properties of operations, strategy that works for one child may
and/or the relationship between not work for another. Also, by
multiplication and division. introducing multiple strategies, the
Illustrate and explain the calculation main focus of dividing two, three, and
by using equations, rectangular four digit numbers by a single digit
arrays, and/or area models. number is reinforced.

2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson? How will
you measure mastery of the outcome?)

Rationale:
*Students will use place value to divide
From this lesson, students will see how
*Subtraction and division are related to divide using manipulatives. By
showing how divide into groups using
* Making an array with place-value blocks in order manipulatives, students have a visual
to visualize and find quotients representation of division. The master
of this lesson will show through
* Use appropriate tools strategically passing of a quick check on the
computer for this topic as well as
through completed classwork.

3. Pre-assessment Activity: (Determine students’ abilities to achieve the Learner Outcome

and prescribe instruction accordingly. Consider: linguistic background, academic language
abilities, content knowledge, cultural and health considerations, interests and aspirations,
physical development, social development, emotional development.)
Rationale:
*Prior to the lesson, students will have been Through prior lessons, I know students
exposed to single digit by single digit division have been exposed to single digit
division as well as multiplication.
*Prior multiplication facts have been learned by at Through prior assessments, student
least half of the students in the class abilities are known prior to this lesson.

4. Differentiation, Adaptation & Accommodation Strategies: (Based on the pre-

assessments, modify Learning Activities based on learner characteristics to meet the needs of
ELL & special needs students, highly achieving students and low achieving students)

Rationale:
It is important to differentiate instruction
To differentiate instruction:
for students of all abilities. Also, it is
* Model division with manipulatives important to provide different strategies
* Small group for those that need extra help to solve the same problem For this
lesson, the use of manipulatives and
* Vary the expectation and amount of classwork modeling on the white board can help
as needed to show understanding rather than just visual learners and provides another
finishing an assignment. strategy for solving division problems.
For those needing extra help during the
Enrichment for advanced students:
practice time, a small group meets to
*Have students expand on this lesson through complete the assignment together. For
providing enrichment work as well as opportunity advanced students, they are
to work in small groups independently encouraged to work independently with
partners or in a small group.

5. Resources: (Identify materials needed for this lesson accounting for varying degrees of skill
level)
Rationale:
*Manipulatives (singles and tens) It’s important to incorporate different
*Math book materials to any lesson to give students
*Work Paper a better chance of retaining
information. The manipulatives provide
a visual aid that can also help English
language learners and those visual
learners.
6. Learning Activities: Explicit Teacher Instruction - (Explain, Model, Demonstrate, Check
for Understanding)

Learning Activities: Rationale:

These learning activities provide many
*Explain how to divide multiple digit numbers by
one digit number through modeling with different ways for students to listen to
manipulatives and pictures on the white board. and practice the lesson. Through
*Small group instruction during practice whole group instruction, students can
gain understanding of the lesson
through participation in
Check for Understanding:
questions/answers, observing, listening,
*Question and answer as whole group
and explaining. In small groups,
*Listening to dialogue between partners during
students reinforce these concepts
their work time
through discussion with other students
*Quick checks after the lesson on the computer
and actual practice of implementing the
to see if each student understands.
math strategies.

7. Learning Activities: Guided Practice/ Collaborative Practice (Check for understanding and
provide feedback and re-teaching)

Rationale:
* Students will work in pairs or small groups so
that they can discuss/solve/collaborate to solve Through partner work and small
division problems group, students are able to work
together and share ideas and discuss
strategies to solve problems. Through
Check for Understanding: walking around and observing the
*I will walk around and observe the small groups groups, I can see if there are common
and answer questions as needed questions or errors students are
*Common questions among students will be noted making and address them at the end
and answered as a whole group at the end of the of the lesson.
practice time.

8. Independent Practice: (Provide practice that supports the learning outcome. Note:
Independent activities are assigned assuming that students understand the concept well
enough to work on their own.)
 *Assign individual assignment to begin in class Rationale:
and finish as homework After working in small groups or
partners, students get to practice their
*Students can ask other students in their group if
understanding through independent
they have questions
practice. Those that need extra help
Check for Understanding: meet with me as a small group while
*walk around answering questions as needed others work independently, asking
*small group for those that need extra help questions if needed.
completing the assigned work

9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the students’
learning. Describe differentiating assessment strategies you will use for ELL, special needs
students, highly achieving students and low achieving students.)

Rationale:

Assessment:
The Quick check at the end of the
· *Informal observation of small groups and lesson will show student understanding
discussions. of the lesson. From the scores on the
quick check, parts of the lesson can be
*Whole group questions/answer at the end of the reviewed or presented in a different
lesson way to address the needs of ELL
*Complete Quick check on the computer students, high achieving, and low
achieving students and assignments
can be created based on those results.

10. Closure: (Describe how students will reflect on what they have learned.)
Rationale:

Come back as a whole group and review common Since students have had the chance to
questions or mistakes the group is making in work in partners, small group, and
solving the division problems. Answer any independently, there may be common
questions and ask questions to check student questions or errors that arise. Having
understanding. them come back as a whole group
gives an opportunity to have those
questions answered and to review
main concepts as needed.

11. Lesson Reflection/Assessment: (Collect student learning data to determine: What went
well? What needs to be changed? Were learning outcomes met? What activities will you add,
change, modify in the future? What can be done to follow up on the learning from this lesson?
Who needs additional help? Who needs enrichment or higher-level work?)

After reviewing the results from the quick check, the class average was 40% which told me
that one more day of presenting the material and reviewing the common errors on the quick
check would be helpful to the students. There were four students that went scored 80% or
above and for those students, I had enrichment work prepared which included a work page
and word problems. The things that seemed to go well were that this was only the second
day of working with this topic and the students did show some understanding of the lesson.
I think through repetition and practice, the concepts will be reinforced. There are also
different strategies that the students will learn to solve division problems which could help
the students that are struggling. I will continue to work with the small group of students that
need extra help with the lesson and look for ways to encourage those that are
understanding to be challenged through providing work that helps them to think outside of
the regular division problem, particularly in an area they may have some difficulty with such
as word problems. Although I always encourage those that want to come to the carpet to
see better to do so, I need to remember to remind students each lesson they are welcome
to do that, particularly those students that are sitting toward the back of the classroom and
the screen might be difficult to see. I’d also look for ways to incorporate more hands on
learning opportunities to practice division through games, centers, and use of
manipulatives.