USFD Elementary Education Lesson

Name: Amanda Carlton

Subject/Content Area: Math

Grade Level Being Taught: 4th

Group Size: Whole Group
Date of Lesson: 2/11/16
Lesson Content

What Standards (national or state) relate

to this lesson?
(You should include ALL applicable
standards. Rarely do teachers use just one:
theyd never get through them all.)

MAFS.4.NBT.2.6
Find whole-number quotients and remainders with up to fourdigit 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.

Essential Understanding
(What is the big idea or essential question
that you want students to come away
with? In other words, what, aside from the
standard and our objective, will students
understand when they finish this lesson?)

Students can create whole groups and interpret remainders in

problems.

Objectives- What are you teaching?

Students will continue to practice and deepen their knowledge

to division as they use different strategies; equal groups,
partial quotients, multiplication, etc. to solve division
problems

Rationale

Students will have to continue throughout the year building

from division through fractions, decimals, percentages etc.
Division is a skill that is necessary for following grade levels.
My CT and I will both be keeping track of a checklist. During
the lessons, there will be three problems and as the kids are
working on them they will put a thumbs up once they are
done. My CT and I will check to see if the answer is correct or
incorrect. If it is correct they will get a check plus, if it is
partially correct they will get a check and if it is wrong they
will get a check minus. Students will not see these markings
and they will just be for my CT and I to keep track of their
progress. While doing this we will be seeing why the students
are making mistakes and we will stop to ask probing
questions to have them understand where their mistake was
made. This also helps us in understanding whether or not they
truly understand the concept and their mistake. We will also
be able to evaluate them during small group time. This will be
done through observation and discussion. Those who are not

Evaluation Plan- How will you know

students have mastered your objectives?
Address the following:
What formative evidence will you use
to document student learning during
this lesson?
What summative evidence will you
collect, either during this lesson or in
upcoming lessons?

pulled to small group, will do an individual worksheet that

will be checked.
What Content Knowledge is necessary for
a teacher to teach this material?

The teacher must have an understanding of how to divide and

different strategies on how to solve division problems.

What background knowledge is necessary

for a student to successfully meet these
objectives?

Students must have some mastery of their multiplication

tables. Without know multiplication, it is difficult for students
to visualize whole groups and how to divide them equally.

How will you ensure students have

this previous knowledge?
Who are your learners?
What do you know about them?
What do you know about their
readiness for this content?
What misconceptions might students have
about this content?

Students shouldnt have any misconceptions since it is a

review and the material has already been taught. However
some are still struggling with the interpreting remainders part.
Lesson Implementation
Teaching Methods
During this lesson I will use methods such as turn and talk
(What teaching method(s) will you use
(peer discussion) during the whole group to all the kids the
during this lesson? Examples include
opportunity to hear different methods or strategies from their
guided release, 5 Es, direct instruction,
peers. I will also be using student samples and presentation
lecture, demonstration, partner word, etc.) where the students will volunteer to show their work to the
class. This is another form of peer discussion. Small group
will also be utilized to provide differentiation and intervention
for those students who need it.
Step-by-Step Plan
Time
Who is responsible Students were given
(What exactly do you plan to do in
(Teacher or
a review prior to the
teaching this lesson? Be thorough. Act as
Students)?
weekend that they
if you needed a substitute to carry out the
will come to school
lesson for you.)
with completed.
The answers will be
Where applicable, be sure to address the
displayed when
following:
they walk in and
What Higher Order Thinking (H.O.T.)
they can
individually check
questions will you ask?
their work. Once
How will materials be distributed?
they have had time
Who will work together in groups and
to do this we will
how will you determine the grouping?
go into our review
How will students transition between
questions.
activities?
For each question
What will you as the teacher do?
the students will be

 What will the students do?

What student data will be collected
during each phase?
What are other adults in the room
doing? How are they supporting
students learning?
What model of co-teaching are you using?

given 3 min to work

individually
-This time is time
for them to process.
I will not disturb
them during this
time and they will
have time to work
through their
problem and check
their mistakes. If
they signal they are
done before time is
up that is when I
will check them off
and if I notice a
certain mistake,
may ask probing
questions to further
develop
understanding or
lead students to
check mistakes.
Then they will
have 1 minute to
turn and talk with a
partner to discuss
how they solved the
problem. This
allows them to hear
different strategies
and methods from
other peers. I will
be listening to the
conversations and
asking questions to
certain students.
Teacher chooses a
1-2 students to put
their work on the
elmo and explain
how they solved the
problem. The
student is to walk

through the
problem step by
step just like the
teacher would if she
were to model.

What will you do if

a student struggles with the content?

Students who are struggling with the content will be pulled
for small group at the end of the whole group lesson. This
group will be chosen based on the amount of check minus
they received during whole group

What will you do if

a student masters the content quickly?

If a student masters the content quickly, they will be given an
enrichment activity that helps them review for the test more.

Meeting your students needs as people

and as learners

If applicable, how does this lesson connect to the interests and

cultural backgrounds of your students?
Students will be able to use whichever strategy they prefer
If applicable, how does this lesson connect to/reflect the local
community?
Students need the basic skills of division to function in the
community.
How will you differentiate instruction for students who need
additional challenge during this lesson (enrichment)?
Extending the problems with higher numbers
How will you differentiate instruction for students who need
additional language support?
The strategies will be displayed on the board and the
problems will be read out loud.

Accommodations (If needed)

(What students need specific
accommodation? List individual students

3 students with ADHD (AS, HH, AA) are given the

opportunity to move around the room away from their desk

(initials), and then explain the

accommodation(s) you will implement for
these unique learners.)

Students being progress monitored for math are sitting

towards the front of the room and pulled into small group

Materials
(What materials will you use? Why did
you choose these materials? Include any
resources you used. This can also include
people!)

White board
Elmo projector