Lesson Plan

Created by: Monika Kwiatkowska

Subject: Mathematics - Division with Remainders
Grade: 4
Stage 1 Desired Results
Communication
students will participate and
contribute meaningfully in
group and class discussions

Thinking
students will apply math concept
(division with remainders) to their
own personal experience

Personal & Social

students will be respectful of
others ideas
students will reflect on their own
understanding / comfort level of
the material during the lesson

Big Idea(s): what students will understand (at a conceptual level, see connections to and between ideas, goes beyond the classroom learning)

Division does not always result in a whole number answer

Essential Question(s):

What is a whole number?

What is a remainder? What does it mean?
Where have I seen examples of division with remainders in real life?

Curricular Competencies:

what students will do (activities to

deepen understanding / product)

Big Idea:
Numbers represent quantity, and can be
decomposed into smaller parts
Students will be able to use visual strategies in
problem solving
Students will be able to engage in problem
solving
relevant to the local community

Content Competencies:

what students will know

(basic knowledge, definitions, theories, laws)
(this is often right/wrong, yes/no)

Equality as a balance, inequality as an

imbalance
in addition to.
Division terminology
Division with whole numbers
Visual representation of division
Understanding concept of remainder

Stage 2-Learning Plan

Potential Barriers to Success
(Might include: engagement, motivation, organization, language ability,
exceptionalities, reading level etc.)

Poor understanding of previous mathematical

concepts
(basic division, poor conceptual understanding of
numbers)
Poor classroom management
(interruptions, off-task behaviour, long
transitions)
Technological difficulties
Student behavioural difficulties / outbursts (A)

What will you do? (differentiation/adaptations)

(not enough to just list obstacles w/o thinking of how to address them)
Precede lesson with review of previous concepts
(division with whole numbers)
Introduce lesson with easier sample questions
Proactive management (eye contact, pacing and
proximity, clear instructions)
Prepare before lesson
Be aware of student body language, if behaviour is
escalating, give student behaviour options
(go for a walk, go to bathroom, work in office)

Infusing Aboriginal Education/First Peoples

Principles of Learning
Aboriginal Value:
community and cooperation

PDP Goals:
#5: be cognizant of how individual students
learn
(visual, motor, auditory, individual, group)
#6: celebrate diversity in the classroom
(encourage alternative solutions to
problems)

Resources / Materials Required / Technology

Teacher:
Textbook: Math Makes Sense 4
Smartboard or Whiteboard
Ten blocks / Counting Chips
Smarties
Students:
Paper
Pencil
Eraser
Math Notebook
Math Textbook (Math Makes Sense 4)

Stage 3 Assessment Evidence

Formative (before/during)
Before:
review of previous concept
understanding (diagnostic)

Summative (at the end)

During:
Oral feedback during class
discussion and individual answers

Math practice questions from

textbook
pages 303-304 (1,2,3,6,7)

Self (Assessment/Reflection)
Feedback from SA or FA
Self Reflection on lesson

Peer to Peer:
Group Work

Stage 4 Teaching Plan

Most Lessons Include:
Mental Set/Hook: How will I introduce the lesson and activate students prior knowledge?
Input/Information: Present new information or have discussions with class to extend prior knowledge.
Modelling: This is where teacher and students work through activity/questions/examples together
Guided Practice: Students work through activity with teacher available as a guide to help if they get stuck.
Independent Practice: What can students do to practice on their own if they finish early or for homework?
Checking For Understanding: How can I make sure ALL of my students understand the lesson and the standards expected of
them in the activity?
Closure: How will I wrap up the activity? What will be my transition to the next lesson?

Time:

Teacher Does:

Students Do:

9:05-9:10

set up smartboard, distribute counters, gather

classroom management tools (noise maker)

prepare materials: paper, pencil, textbook,

math notebook, eraser

9:10-9:20

review math terminology & previous concepts

(whole number division)

listen & participate

9:20-9:25

HOOK: I have 55 starburst,if each student gets

2, how many are left?

predict or solve hook math problem

9:25-9:40

MODEL/GUIDED: model sample questions on

smartboard, answer together as a class

attempt to answer questions on board

follow along with the class and teacher
offer alternative solutions / ask questions

9:40-9:45

Explain connection to real problems in the

community
(pizza story, bus story)

Listen

9:45-10:00

randomly select 2 student questions to solve

as a class (quick scan over question to make
sure it is appropriate and relevant to math
lesson)

in groups of 3-4, create a remainder division

word problem that they have encountered or
could encounter in their community.

assign practice questions from textbook

work individually / as small group with students
who require extra help

independently work on assigned math

questions

10:00 - 10:30

Homework / Teacher Preparation for next class

Math Makes Sense 4 Textbook
pages 303-304 (1,2,3,6) (question 7 completed in groups during lesson)