Missouri Pre-Service Teacher Assessment (MoPTA)

Lesson Plan Format

Lesson Title: Solving Long Division

Day/Time of Lesson: N/A
Grade: 4th grade (Math)
Age Range: 9-10 years old

Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by this lesson
: Use the four operations with whole numbers to solve problems: Solve whole number division problems
A
involving variables in which remainders need to be interpreted, and justify the solution.

Learning Objectives/Goals
The lessons objectives and learning outcomes appropriate for meeting curricular and student
needs
I will be able to complete and explain the following long division steps::

1. Divide: the number outside the house by the first number in the house and put your answer on
top of the house
2. Multiply: the number outside the house by the number on top of the house
3. Subtract the two points number you got in the previous step by the number inside the house
4. Bring down and repeat: bring down the next number and repeat until you get your answer

Assessment (type[s] of assessment used throughout the lesson)

Assessment(s) before, during, and after the lesson
Before the lesson I will ask them if they know what long division is to see if they have any prior knowledge
of it. Throughout the lesson I will ask them to show their thumb on how they feel so far about long
division. I also can see if they are learning it during the guided practice. I will ask them questions and have
them come up to the board, so if they understand it I will be able to tell. And during the independent time
I can see if they can do it on their own or if they need more practice. After the lesson I will once again ask
for a thumbs up or thumbs down on how they felt about today. And I will collect their worksheet so I can
see if they got the answers right or need more help.

Lesson Structure and Procedures

Sequence of events of the lesson elements.
(The before, during, and after the lesson, e.g., Engagement/Opening, Procedures, Guided
Practice, Conclusion)
 Introduction: I will start off by telling all the students we are going to learn how to do long
division. The purpose of this lesson is to learn and be able to explain the steps of long division. I
will also tell them that this could help them in the future. One example they could use this is if
they were having a BBQ party and they needed to figure out how many hamburger packages to
get based on the number of people and how many came in each package. Using long division they
could figure that out.
Direct Instruction:
I will first tell the students what long division is and why we use it. I will say that long
division is a way to solve division problems, when you cant do it in your head and you
cant use a calculator. We use it because it is a fairly simple method, where you dont
need a calculator and it also finds the remainder instead of having a decimal. I will then
pass out the paper with the steps on them. Click here to get to that paper. I will go
through each step with them and explain what it is. Then I will turn to the back side and
go over what each part of the long division equation is called. I will also explain what the
house is, since I mentioned it in the steps page. I will say that the house is the two lines
over the dividen. Then to model an equation being done, I will write about two or three
different problems up on the smartboard and solve it in front of them while telling what
Im doing and which step it is. They also should have the paper with the steps in front of
them while I am doing this. If the students still dont seem to understand what I am doing
I will go back and explain what Im doing and probably solve another problem if they dont
get it. To get to the steps page click here. To get to the example problems click here. The
answers are on the back. And the to check for understanding I will ask how they feel
about long division based on what I just showed them. Based on that I can tell if should do
some re explaining or move forward.
Guided Practice: I will put some of these practice problems up on the board, which have the
answers on the back. During this time I will have the students on the floor in front of the
smartboard with their math notebooks writing down the problems. I will guide them through
these problems and actively ask questions as I go through problems. For example if 5 was being
divided by 259, I could ask in the first step how many 5s would fit into 25 if none can fit into 2.. I
will also have students come up and write on the board for a section of a problem. And I probably
will only go through a portion of the problems but it depends if the students are understanding
everything well enough to do this on their own.
Independent Practice: I will pass out a long division worksheet to the students and have them
work on it independently. I will actively walking around to make sure they can do it on their own
or if they seem confused. If a student is confused I will try to guide them in the right direction, but
I first I want to see what they can do on their own. I will tell them to look at the steps to figure out
what to do next. Now if I see that they didnt mess up the steps but they messed up their math I
will tell them to double check their math..
Closure: At the end of the lesson I will collect their worksheet so I can see how they did. I will also
ask them to give me a thumbs up or thumbs down on how they feel about doing long division.
 Instructional Strategies
Teacher approach to helping students achieve the learning objectives and meet their needs
Direct Instruction
Practice Worksheet
Modeling and equation
Acronym for steps

Learning Activities
Opportunities provided for students to develop knowledge and skills of the learning objectives
We did the guided practice where I wrote a problem and they helped solve it
I gave them the practice worksheet

Resources and Materials

List of materials used in the planning of and during the instruction of the lesson
Smartboard, Copies of Steps of Long Division Paper, Long Division Problems,Copies of Long Division
Worksheet, Student notebooks or paper, Copies of extended practice, modeling problems

Technology
Instructional and/or assistive technology incorporated into the lesson to enhance instruction
and student learning
During the modeling time and the guided practice I used the smartboard. It helped because they could all
see what I was writing and they could also come up and write a section of the problem on the board.

Differentiation/Accommodations/Modifications/Increase in Rigor
To help meet the needs of all learners, learning differences, cultural and language differences,
etc.
1. If there is a student in the class who cannot stay on task or keeps talking when they shouldnt be, I
will put that student around other students who will help that student stay on task or move them
to an area where they arent near anyone else, so they are more likely to work and not talk.
2. For visual learners, I will model an equation on the board so they can see what I am doing. For
auditory learners, I will be talking through what the steps are, and as I model an equation I will
talk through what I am doing. And for kinesthetic learners, they will learn through the guided
practice, when they come up to the board, as well as the independent practice.
3. For the multiple intelligence learning styles, two learning styles are intrapersonal and kinesthetic.
For kinesthetic learners, they will learn by actually doing long division, partially through the guided
practice and through the independent practice. For intrapersonal learners, they will learn through
doing the long division practice on their own.
 Classroom Management
Strategies consistent with the learning needs of the lesson that also meet student behavior
needs to help keep students on task and actively engaged
During the lesson I will be actively engaging the students so they are on task. I will have the students
writing in their notebook and coming up to the board to do a section of a problem. I will be asking them
questions throughout the guided practice. And during the independent time I will be walking around
making sure they are on task.

Extensions
Activities for early finishers that extend students understanding of and thinking about the
learning objectives by applying their new knowledge in a different way
If students get done early I will have copies of a worksheet to give to them. Click here to get to it.

Follow-up to Todays Lesson

Quick activity for review or building on todays learning that will deepen student understanding
and interconnect concepts (may be incorporated tomorrow or throughout the unit)
In order to deepen the knowledge of long division I will continue to do guided practice and practice
worksheets. If I had to review long division I would give them a practice worksheet to see if they
remembered how to do it, or do some modeling and guided practice on the board.

Additional Information
Any area or lesson component that may not have been covered by this format that you think is
vital to include in this lesson
N/A

( 2013 MoDESE) The Department of Elementary and Secondary Education does not discriminate on the basis of race, color, religion, gender,
national origin, age, or disability in its programs and activities. Inquiries related to Department programs and to the location of services, activities,
and facilities that are accessible by persons with disabilities may be directed to the Jefferson State Office Building, Office of the General Counsel,
Coordinator Civil Rights Compliance (Title VI/Title IX/504/ADA/Age Act), 6th Floor, 205 Jefferson Street, P.O. Box 480, Jefferson City, MO
65102-0480; telephone number 573-526-4757 or TTY 800-735-2966; email civilrights@dese.mo.gov