Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Mary LePage
10/29

Subject/ Topic/ Theme

Division Application

Grade ______4th_______

I. Objectives
How does this lesson connect to the unit plan?
Intro to the lesson where do we see division in the world? How does it relate to life?

cognitiveR U Ap An E C*

Learners will be able to:

physical
development

socioemotional

Identify situations in which division is applicable in their classroom

Relate a situation involving division to their personal life

Recognize that overall math concepts are used in all areas of life
Relate division to students who need education in other countries (empathy)
Identify a type of remainder within a division word problem
Compile a list of ideas with a partner about the ways math can be applied to life

x
x
x
x

Common Core standards (or GLCEs if not available in Common Core) addressed:
CC.4.OA.3 -Solve multistep word problems posed with whole numbers and having whole-number answers using the four
operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter
standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies
including rounding.
CC.4.NBT.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.
CC.4.ELA.7 - Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where
each version reflects specific descriptions and directions in the text.
(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 know multiplication and division facts

Students have worked with long division
Students have completed simple one step division work problems
Pre-assessment (for learning):
Pre-assessment test

Outline assessment
activities
(applicable to this lesson)

Formative (for learning):

Worksheets on Football, Gardens, and Zoo
Book worksheet
Completing problems on the board
Formative (as learning):
Completing problems together on the board
Summative (of learning):

Division application problem to personal life at the end of the unit

What barriers might this

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Provide Multiple Means of

Representation

Provide Multiple Means of Action

and Expression

Provide Multiple Means of

Engagement

lesson present?
Space during read aloud
Seeing pictures
Students not willing to
apply division to
themselves!
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Consider where math could
relate to life
Patience to wait for others
to respond and be still
during story
Being willing to step
outside of the math is only
numbers mindset
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

How will your classroom

be set up for this lesson?

Provide options for perceptionProvide options for physical actionmaking information perceptible
increase options for interaction
Inspiration SMART board chart Getting out of sheet to retrieve
Inspiration Outline
worksheets
Read Aloud book
Moving to work with partner on
division in real life

Provide options for recruiting

interest- choice, relevance, value,
authenticity, minimize threats
Choosing which two problems they
would like to create

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

Pictures within book

Inspiration diagram
Provide options for comprehensionactivate, apply & highlight

Examples within book of how

math is related to a 5th grade
life

Provide options for expression and

communication- increase medium
of expression

Use of photos
Use of storybook
Use of white board
Use of worksheet
Provide options for executive
functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Working with a partner to find

division in life
Working out some problems on
the board
Provide options for self-regulationexpectations, personal skills and
strategies, self-assessment &
reflection

Considering how these topics in

the read aloud relate to them
(Have you ever thought of these
things before?)
Example of division in my life
in 4th grade

Math Curse Book

SMART board
Inspiration website
Paper for working out Guatemala problem
Guatemala Power Point
Worksheets for individual problem (in google drive)

Rows - Current Setup

III. The Plan

Time
10

Components
Motivation
(opening/
introduction/
engagement)

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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.
Review of yesterdays class
Give examples of the types of remainders we
Who can give one type of remainder we talked
discussed yesterday
about yesterday?
Read Math Curse
Discuss places where this student saw division in
his own life
Listen to book in reading corner - stay there during
Who has ever thought of their life as a math
discussion
problem?
Think about division in their own lives
Did you notice any of his problems are things you
experience too?
If students see math in their own lives
Have you ever thought before about math being in
every part of your day?
Are there any ways that come to mind that werent
mentioned in the book?

8 min

Work with partner next to them.

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

Think of as
many ways as they can in 1 minute that they can
use division in their real life.

When minute is up, go around to each pair

rapid fire and have them write their own problem
on the board
word problem. (Change collection for Guatemala)
Even pennies will help
Tell story of my passion for Guatemala
Lets talk about how math applies to us! Let s talk
about math applying to other people! We have
127,332 after the whole school year month
pennies! There are 6 classrooms with supported
students. Each class had 3 students they support.
How many pennies will each student receive?
Each student receives 7074 pennies! Thats $70.74
Pass out worksheets relating to the three different
topics. Ask what topic students would like. Pass
out problems
Walk around and help students as they work on
varying problems
Workbook Pages 119-120

Work with partner to think of possible division

situations
Students work on their own to see how many
students are able to be supported
Students then calculate how many months it will
take for each student to be supported if they need
$100 to pay their tuition for the year

Students choose one problem. Once they have

completed the problem, they can choose another
Once two problems are completed (or more if
desired) begin on 119-120 worksheet

5 min

8min
Closure
(conclusion,
culmination,
wrap-up)

Pull students up to the board to show one of the

problems they completed that they had chosen

Show work on board and discuss process

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.)

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References:

American Education Publishing (2013). Comprehensive curriculum of basic skills - Grade 4.

Greensboro, NC: Carlson Dellosa Publishing LLC.
ESPN. (2011). Michigan State Spartan Stats - 2011. Retrieved from:
http://espn.go.com/college-football/team/stats/_/id/127/year/2011/michigan-state-spartans
Frederik Meijer Gardens & Sculpture Park. (2015). About. Retrieved from:
http://www.meijergardens.org/about/
John Ball Zoo. (2015). About us. Retrieved from: http://www.jbzoo.org/about
John Ball Zoo Zookeepers. (2015, Jan 29). Its expensive to feed the entire zoo! [Zoo
Keepers Blog]. http://www.jbzoo.org/keeperblog/01/29/2015/itsexpensivetofeedtheentirezoo

Fuson, K. C. (2013). Math expressions common core grade 4 volume 1: Teacher edition.
Orlando: Houghton Mifflin Harcourt.
Michigan State. (2015) Spartan Stadium. Retrieved from:
http://www.msuspartans.com/facilities/spartan-stadium.html

Scieszka, J., & Lane Smith. (1995). Math Curse. New York: Viking.

In Google Drive worksheets can be found in folder titled Textbook Worksheets

On the website worksheet 119-120 can be found on a separate page under a link in Lesson 2 - Worksheets Textbook Worksheets

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