Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Catherine Dean

Date

April 2014

Subject/ Topic/ Theme

Division as Grouping (Lesson 2)

Grade ______3________

I. Objectives
How does this lesson connect to the unit plan?
This is the first structured lesson the students will have for division, and is the first method of 4 they will be exploring.
cognitiveR U Ap An E C*

Learners will be able to:

Understand division as a way of grouping numbers

Applytheirknowledgeofdivisiontosolvedivisionproblemsusingthegroupingmethod

physical
development

socioemotional

U, Ap

Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.MATH.CONTENT.3.OA.A.2
Interpretwholenumberquotientsofwholenumbers,e.g.,interpret568asthenumberofobjectsineachsharewhen56objectsare
partitionedequallyinto8shares,orasanumberofshareswhen56objectsarepartitionedintoequalsharesof8objects
each.Forexample,describeacontextinwhichanumberofsharesoranumberofgroupscanbeexpressedas568.
CCSS.MATH.CONTENT.3.OA.A.3
Usemultiplicationanddivisionwithin100tosolvewordproblemsinsituationsinvolvingequalgroups,arrays,andmeasurement
quantities,e.g.,byusingdrawingsandequationswithasymbolfortheunknownnumbertorepresenttheproblem.
CCSS.MATH.CONTENT.3.OA.D.8
Solvetwostepwordproblemsusingthefouroperations.Representtheseproblemsusingequationswithaletterstandingforthe
unknownquantity.Assessthereasonablenessofanswersusingmentalcomputationandestimationstrategiesincluding
rounding.3
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Students use the format of large group, small group, then individual instruction with nearly all
mathematical concepts.
Students can use manipulatives
Students know other operations including multiplication, addition and subtraction
Pre-assessment (for learning):

Outline assessment
activities
(applicable to this lesson)

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,

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Formative (for learning):

Formative (as learning):

Instructor will monitor the students progress

Summative (of learning):
Fill out a worksheet
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction

Students see the manipulatives,

hear the instructor, and work it out
themselvecs

Students see, write, move

manipulaties and hear the material

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Questions include real-life
examples

emotionally, etc., for your

students to do this lesson?

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback

Students help each other while

working on the issue

Students write out problems and

move manipulatives as a visual.

Students work together

Provide options for comprehensionactivate, apply & highlight

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

Students complete a handout

that has everything they need

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

Students see this lesson as a

short-term goal, but
understanding of division as a
long-term goal
Division using the Grouping Method worksheet
Dixie cups (6 for each student)
Counters/small unifix cubes (each student needs at least 36)

Students continue to work on

small-group work, as well as
individual work

Normally- work with side by side partners and individually

How will your classroom
be set up for this lesson?
III. The Plan
Time

Components
Motivation
(opening/
introduction/
engagement)

Development
(the largest
component or
main body of
the lesson)

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Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
-Remind students of the division ideas we did
-Remember the division ideas from before
yesterday, and ask students to volunteer how they
completed the activity
-The grouping method will come up, and can
then discuss the grouping method

-Have students pass out the worksheet

-Go through first two examples with students
-Show how to use the cups with the
counters/cubes as given on the worksheet
E.g. 6 divided by 3
6 counters
3 cups
2 counters go in each cup
-Instruct students how to draw the diagram, with
3 circles and dots inside the circles (2 in each).

-Follow along with examples

-Complete examples

-Instruct students to complete the next example and

check with their side-by-side partner.
-Go over the example in a large group setting just
as before
-Have students complete the examples while
answering questions and giving individual help

Closure
(conclusion,
culmination,
wrap-up)

-Ask for students to explain the grouping technique

to each other.
-Collect sheets

-Put away materials

-Turn in sheet

*** If students are not understanding the method,

or if time allows, play a game involving the
students being the manipulatives. Use rope, yarn, or
tape on the ground for your cups, and students as
the counters.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
-After showing the lesson to my peers, it is clear that keeping the same format that the students are used to is a good idea. It is
good that we first go over the assignment in a large group setting, moving to small group and individual so that the students
have the chance to hear the instructions multiple ways, and become comfortable with the technique before working on their
own. Using similar story problems at first will help them be comfortable with what they know, but adding more complicated
and using different contexts with the division work will also help the students gain a deeper understanding of what they need
to know. I covered different ways of representation and communication and physical action, and came up with methods for
students to keep their work organized better than I have seen them do in the past. Overall, this lesson will allow students to
learn the method in an efficient way, but should be followed up with a lesson that allows them to use all of their knowledge in
a more exciting fashion.
-Lesson2wentextremelywell.Becausethegame"What'sMyShare"thatthestudentsplayedyesterday,theyunderstood
theconceptofhavingthecupsandspittingthecountersbetweenthecups.Afteradetailedexplanation,allbutafewstudents
wereabletofinishtheentireworksheetcorrectly.
Ienjoyedusingthecupsandcounters,becauseitkeptthestudentsorganized,andtheywereabletoseeandhearthecounters
beingmoved.ThestudentswereabletostayfocusedonthisnewtaskIbelievebecauseitisacompletelynewtopicdoneina
waytheyhavenotusedbefore.Duringthewrapup,Iwasevenabletohearaboutthedifferentwaystocompletethismethod
thatthestudentsused.
Iwasvideotapedduringtheexplanationofthislesson,andhadtheopportunitytoseemyselfteach.AlthoughIbelieveIdid
wellforoneofmyfirstlessons,therewereseveralplacesIcouldimproveon.Onewouldbethetoneofmyvoice.Ioftenused
questionsduringdirectionsinsteadofstatements.E.g."Canyoucompletethenextproblem?"Insteadof"Pleasecomplete
thenextproblem."Theinflectionofmyvoicetendedtogoup,whichmademystatementsseemweak.Anotherareafor
improvementwouldbemybodylanguage.Ididnothaveastrongpresenceatthefrontoftheclassroom,Itendedtocrossmy
arms,hugmyself,crossmylegs,andswayduringtheinstructions.Thiscanbedistractingandalsodoesnotshowthe
studentsmyauthority,knowledge,orconfidence.Mylastareaforimprovementwouldbemyfacialexpressions.Duringthe
lesson,Iappearednervousandscared,eventhoughIdidn'trealizeitatthetime.AlthoughIsmiledafewtimes,Ineedto
workonshowingmoreenthusiasmandgivemoreencouraginglookstotheclass.

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