Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Anika Slauer

Date

12/1/15

Subject/ Topic/ Theme

Investigating Remainders

Grade _4th____________

I. Objectives
How does this lesson connect to the unit plan? The students are beginning their journey towards long division after having completed a
multiples unit. The lessons to follow are a continuation in bridging the gap between multiples/multiplication and division. The lesson preceding this is
estimating quotients using multiples. In the first lesson students will realize that some number dont divide evenly, so they decide what whole number
the answer is closest to. In this lesson they will expand on the concept of dividends not dividing evenly by learning about the term remainder.
cognitiveR U Ap An E C*

Learners will be able to:

Define the term remainder, and appreciate the practicality of remainders in a real-world context.
Understand that remainders are used when dividends cant be evenly divided and be able to solve for
remainders.
Draw pictures representing evenly distributed groups and their remainders.
Evenly distribute dividends using counters or M&Ms into the divisors number of groups.
Write and solve real-world problems in their Journey to Long Division packets using the processes we
discussed in class.

physical
development

UAp
UApC
UAp
UApC

socioemotional

X
X
X

Common Core standards (or GLCEs if not available in Common Core) addressed:
4.NBT.B.6
(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.

-Basic multiplication facts

-Multiples families
-Know the difference between dividends and divisors
-Some practice in estimating quotients using multiples
Pre-assessment (for learning): The students took a pre-assessment in October so I could gage how much
they knew about division and remainders.
Formative (for learning): Checking whiteboard answers to see how the students compare as a whole,
and where they are at in comparison to where they need to be before doing their homework.

Outline assessment
activities
(applicable to this lesson)

Formative (as learning): Students can compare their whiteboard answers to the answers at the front of
the class. They can also compare their answers within their pairs.

Summative (of learning): Homework will be collected the following day, and I can view their Math

Facts score online.

What barriers might this

1-19-13

Provide Multiple Means of

Representation

Provide Multiple Means of

Action and Expression

Provide Multiple Means of

Engagement

lesson present?
After the students having
taken their pre-assessment
they seem to be of the
mindset that it is impossible
to divide a number that
doesnt come out evenly.
They didnt learn about that
in 3rd grade, so its not
possible to do. I will need
to guide them in this
process so that they
understand that we are
building on what they
already know and that is
the beauty of
numbers/math, there is
always something new we
can learn and another skill
we can develop.

What will it take

neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
The students will have to
work well with one another,
especially if their partner
isnt an active participant.
They will have to stay on
task because we will wait
for every student to raise
their whiteboard. Also, the
concept of remainders will
stretch students, as it is a
difficult concept to grasp.

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

Provide options for perceptionmaking information perceptible

Using white boards, M&Ms,
Remainders Wanted, and
drawings.

Provide options for physical actionincrease options for interaction

Students will be working in pairs
for the practice pages. They will
also be able to use physical
objects and draw in order to
make a symbolic connection
between the concept and the
problem.

1-19-13

Allow students to decide if they

want to fair share using M&Ms
or if they would prefer drawing in
order to represent the problem.

Also, we will play Trashketball

as a brain break after working
through practice problems.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language
Highlighting key words and
phrases in the homework that
are often overlooked. Also, in
the Journey to Long Division
packet, all of the terms will be
defined.
Provide options for comprehensionactivate, apply & highlight
Use white boards, drawings,
and M&Ms to show
understanding of fair share and
remainders. Also, we will be
highlighting key words and
phrases in our homework and
reviewing our Journey to Long
Division tips.

Provide options for expression and

communication- increase medium
of expression
Drawing on white boards and
using M&Ms as aids.

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback
If students need a challenge-have them try the problems
without a visual representation.
The students can also
collaborate with other students
in order to complete problems.

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

Tell students to practice using

objects or drawings at home if
they get stuck in order to double
check themselves.

The students can compare

answers on their white boards
with the correct answer on the
front board. They can also work
by themselves if they are better
at learning individually.

27 bags of M&Ms with 41-51 M&Ms in each bag (a bag for every other student plus me),
extra counters for back-up, lesson 4.2 in math book, white boards, markers, pencils,
recycling bin, Journey to Long Division page 2, laptops, Remainders Wanted, 13 die, Elmo,
projector, and computer.

A bag of M&Ms on every other desk.

Whiteboard and marker on every desk.
How will your classroom
be set up for this lesson?

Provide options for recruiting

interest- choice, relevance, value,
authenticity, minimize threats

III. The Plan

Time
10
min

2 min

Components

Motivation
(opening/
introduction/
engagement)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
-Practice basic division facts on
-Students are recalling their basic
www.mathfacts.org
multiplication facts by practicing basic division
-Pass out white boards and markers while they facts.
are working on their math facts
-Now that youve worked on your math facts,
who can tell me what 10/3=? (allowing them to
answer on their white boards) and introduce
the term remainder.
-Pair students with their shoulder partner.

10-15
min

-I will use practice problems from the

Investigate and Drawing Conclusions
pages from their math books.
I will write an equation under the Elmo
Partners work through the problem
dividing
M&Ms on one whiteboard drawing
circles around each equally divided
group.
On their second whiteboard the
students will write their answer to the
problem and raise their whiteboard in
the air when they are finished.
10
min

-The students will write an answer to 10/3 on

their white boards--they will be encouraged to
draw pictures representing how they came up
with their answer

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

-Once we get through about 15 minutes worth

of problems, I will demonstrate a problem
where the students will draw their problems
rather than using M&Ms to show their work.
The students will work individually for another
10 minutes practicing remainders problems in
their workbooks using drawings. Meanwhile I
will walk around checking their work and
asking them to show me their process.
-Pull students for Trashketball while they are
working on their problems. In the midst of
trashketball, I will walk around checking
peoples answers to make sure they are on
task.

10
min

-With a partner: practice distributing M&Ms

into equal groups (according to the problem)
on their white boards drawing circles around
the groups and distinguishing the remainders.

-Work individually drawing the problems and

using M&Ms to check their work afterwards.

-Ask students to take out their math book and

turn to lesson 4.2. They can crumple the 1st
page of the lesson and shoot it in the recycling
bin.

-Encourage students to practice these

problems at home using objects as counters if
they are struggling through problems.

5 min

1-19-13

Closure
(conclusion,

-Highlight key words and phrases in

homework.

-Highlight homework

culmination,
wrap-up)
20
min

-Review what a remainder means and discuss

helpful tips on understanding remainders and
division by looking at Journey to Division page
2.
-With your partner(s) divide the M&Ms equally
amongst the 2-3 of you and bring me the
remainder. Write this problem down in your
Journey to Long Division packets. Once you
hand me your remainder and show me your
written problem/solution, I will hand you a
game called Remainders Wanted. Read the
directions silently at your desks until everyone
has gotten a packet (directions will be on the
Elmo). You and your partner will play this
game until the end of class.
-Once all students have handed me their
remainders, I will go over the rules of the
game and the students can play Remainders
Wanted until the end of the class.

-Figure out the real world math problem by

dividing the M&Ms in 2-3 groups, writing down
the problem and equation in their Journey to
Long Division packets, and bringing me the
remainder/their written problem. Then eat
M&Ms.

-Play Remainders Wanted with a partner until

end of class.

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.)
The students appeared to be very engaged with this lesson as they had a physical representation of what a remainder is. They
seemed to be really connecting with the content as they had to solve problems by moving manipulatives. Many students
decided to let their partner use M&Ms while they attempted to solve the problem mentally and the partners would check
each others work--this was wonderful to see, and was a great way to challenge students who needed a little bit more difficult
content. The partner work seemed to go very well for the most part. Most students rose to the occasion and helped out their
partner if their partner was struggling with a concept. However, some partners didnt work together at all and instead either
took turns, or completely distanced themself from their partner. In the future I should work on finding a way to make sure
that the partners collaborate more. Also, students were not making the connection between division being the opposite of
multiplication so their answers were turning out much larger than they should have been. I should have more explicitly
walked through a problem with the students demonstrating how to divide without manipulatives in order to avoid the
problem of students forgetting to subtract within the division problem as many did for the first couple of problems. I also
would have more explicitly told the students to write down their answers for the set of seven problems that they did with
their partner and then gone over all of the answers once the majority of students were done. This would have ensured that
everyone could have their answers checked, because I guarantee that I skipped over some students.

1-19-13