KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate:
Cooperating Teacher:
Group Size:

18

Subject or Topic:

Haley Carbone

Date:

Mrs. Fidler
Allotted Time

60 min.

2/18/16
Coop. Initials
Grade Level 4th

Deciding Where to Start Dividing

STANDARD:
Standard - CC.2.2.3.A.1
Represent and solve problems involving multiplication and division.
I. Performance Objectives (Learning Outcomes):
The fourth grade students will be able to demonstrate their understanding of where to
start dividing through an interview given at the end of the lesson.
II. Instructional Materials
A. Whiteboards
B. EnVisions workbooks
C. Fly swatters
D. Bean Thirteen by Matthew McElliogott.
III. Subject Matter/Content
A. Prerequisite skills
1. Division
B. Key Vocabulary
1. Divisors - a number by which another number is to be divided.
C. Big Idea
1. Dividing by 1-Digit Divisors
D. Content
1. Deciding where to start dividing
IV. Implementation
A. Introduction
1. Gather students into whole group discussion.

2. Present students with the problem, 106 divided by 5 and ask the
students, I need someone to come up to the board and solve this
problem for me.
3. Have a student come up to the board to solve the problem and ask
them how they would do 5 divided by 1.
4. Ask the students, Is it possible to do 5 divided by 1? No, well what
are we going to do with this problem?
5. Have the students brainstorm a solution for this problem.
6. Explain to the students that they are going to figuring out a way to
solve this problem by figuring out where to start dividing.
B. Development
1. Present students with the problem 106 divided by 5 once again and
begin explaining that when you come across a problem that is too
small to divide, you have to go next door to get a bigger number.
2. Model for the students the process of figuring out what place value
they need to start dividing in depending on the numbers presented in
the problem.
3. Pass out whiteboards for students to practice the next few problems
as well.
4. After going through some example problems, give a few problems
for the students to practice on their own.
5. Once the students have a chance to practice the problems on their
own, explain that theyre going to play a game to decide where to
start dividing.
6. Explain that there will be division problems written up on the board
and the teacher will ask a question like, Find the problem where
you have to start dividing in the tens place.
7. Each student will be given a fly swatter and they will need to swat
the problem to answer the teachers question.
8. Model the game to the students before beginning.
9. After making sure all the students get a turn with the game, have the
students return back to their seats to go over one more practice
problem.
10. Go over the problem together before having the students begin
working on their homework: 10-6.
11. As the students begin to work on their homework, the teacher will
call each student to the board for a interview based on deciding
where to divide.
12. The problem 126 divided by 6 will be on the board and the teacher
will ask the student what they should do first when they see this
problem, have the student perform the problem, and explain their
process.
13. The students will go through the interviews.

C. Closure
1. After the students perform their interviews, gather students into
whole group to read the book Bean Thirteen by Matthew
McElliogott.
2. Explain to the students that they will be going over 4-digit division
tomorrow.
D. Accommodations/Differentiation
1. For students who are struggling with the new strategy of dividing,
allow them to practice with a previous strategy.
E. Assessment/Evaluation Plan
1. Formative Interview
2. Summative no summative at this time
V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives
In this lesson, the students performed the task at hand and did very well with
understanding the content. Overall, 100% of the students performed at the
appropriate rate during their interviews. The students were able to explain
where they needed to start dividing and why with understanding.
B. Personal Reflection
Is there anything you would like to change about this lesson?
One thing that I would change in the lesson would be the pacing that I presented
the material in. I believe that I should have stuck more to a bit of a slower pace
for the students, but they caught one very well during the activities that were
presented in the lesson.

What part of my lesson engaged the students the most?

The fly swatter activity engaged the students the most and got them excited about
learning this topic. This topic was harder to get the students engaged, so I wanted
something to get them up on their feet and to see the problems in a different way.

VI. Resources (in APA format)

EnVision Math Fourth Grade. (n.d.).
McElligott, M. (2007). Bean thirteen. New York, NY: G.P. Putnam's Sons.