Lesson Planning

Waynesburg University

Writing the lesson plan:

Translating thoughts into a plan of action
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Pennsylvania Academic Standard(s) addressed during this lesson:
(Provide Standard number and statement)
2.2.5 A. Create and solve word problems involving addition, subtraction, multiplication and division of whole numbers.
2.2.5.E. Determine through estimations the reasonableness of answers to problems involving addition, subtraction,
multiplication and division of whole numbers. 2.2.5 H. Explain multiplication and division algorithms. 2.2.3. D.
Demonstrate the concept of division as repeated subtraction and as sharing. 2.2.8. B. Add, subtract, multiply and divide
different kinds and forms of rational numbers including integers, decimal fractions, percents and proper and improper
fractions.

Lesson Objective(s
TLW identify and practice that a smaller numeral can fit into a larger number. TLW identify that division is the opposite of
multiplication; just as addition is the opposite of subtraction. TLW understand that there are numbers that do not divide evenly
into other numbers. TLW understand that you will use the highest possible number that will go into the number without going
over. TLW understand that when the dividend gets larger, you will have to repeat steps. TLW understand that you will divide into
the first one, two, three, etc. numbers that the divisor divides into. TLW understand that we are going to divide a 3 digit numeral by
a one digit numeral. TLW understand that you add a step, subtraction. TLW understand that after you subtract, if there is another
number remaining, then you must bring it down and repeat the process. TLW understand that you will divide, multiply, and
subtract one more time due to the extra numeral. TLW memorize and use the steps: divide, multiply, subtract, bring down. TLW
know if there is nothing to bring down then the difference is the remainder. TLW understand if there is a number remaining, it is
the difference, and it is called the remainder. TLW take the concept and show how it is written mathematically. TLW write the
remainder next to the whole number. TLW repeat this process using examples set forth by the teacher.

(Stated in observable and measurable terms)

TLW divide 9 into 796.
TLW divide 9 into 79; leaving the 6 until the next step.
TLW understand that 9 goes into 79, 8 times.
TLW write the 8 above the 9.
TLW multiply 9 x 8 and get 72.
TLW write 72 under the 79.
TLW subtract 72 from 79.
TLW write the 7 under the 2.
TLW ADD A STEP.
TLW bring down the 6 and put it next to the 7.
TLW REPEAT THE PROCESS OF DIVIDE, MULTIPLY, SUBTRACT, BRING DOWN.
TLW divide 9 into 76.
TLW write the 8 above the 6.
TLW multiply 8 x 9 and get 72.
TLW put the 72 under the 76.
TLW subtract 72 from 76.
TLW identify the 4 as the remainder, because there are not other numbers to bring down.

Assessment Plan
(What will be done to determine if lesson objectives have been met?)

TLW be assessed informally using white boards.

TLW be assessed by dividing 9 into 796.
TLW set up, and solve the problem using the correct procedures and symbols.
TLW identify that a step must be added when there is a three digit number.
TLW divide, multiply, subtract and bring down.
TLW demonstrate the next step, to bring down the next number, when dividing a larger numbers.
TLW repeat the process of divide, multiply, subtract, bring down.
TLW identify the remainder and place it next to the whole number.
TLW use the correct mathematical procedures and symbols to show this concept.

Materials: pencil, eraser, paper, worksheet, white board, marker, eraser, smart board , computer, Youtube, and gameaquarium.org

Inclusion Techniques for Students with Special Needs:

Inclusion techniques for students with special needs will include whole group work using white boards; working with partners;
working with the teacher in small groups, using manipulatives; providing pre written worksheets with the problems set up
mathematically for them to solve, large print if needed. TLW be provided extended time, fewer problems, and/or additional video
demonstrations. Inclusion techniques may include dividing one number into a 2 digit number. Inclusion may also require using
only numbers that divide evenly.

Enrichment Techniques:
TLW log onto the web site: http://www.gamequarium.org/dir/SqoolTube_Videos/Math/Division/ and view the 4 enrichment videos
online, upon teacher discretion.
TLW log onto the web site: http://www.gamequarium.org/dir/Gamequarium/Math/Division/ and play game #4 Division Bingo, upon
teacher discretion.

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able
to participate in the lesson):
The classroom set up will be so that all students can see and hear the instructor. All handouts will be large enough so that all
students and see and use them. The desks will be placed together for small group work.

Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set:
TLW watch and review 79 manipulatives being divided 9 ways. TLW estimate how many groups we will get. TLW see that all
numbers do not divide evenly therefore there is a remainder. After the manipulative demonstration, TLW use a white board and
review 79 / 9 = 8 with 7 left over, using proper procedures and symbols. TLW will divide 9 into 796. TLW understand that when
there is an extra numeral, then the process of dividing, multiplying, subtracting, must be repeated. TLW learn that the next step is
to bring down the extra number. TLW identify that the problem is complete, when there are no other numbers to bring down, and
because 9 does not go into 796 evenly, there are 4 left over and the problem is complete.
Detailed Teaching Sequence:
(Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred)
TLW brainstorm how to divide up 72 manipulatives 9 ways.
TLW estimate how many manipulatives will be in each pile.
TLW watch as the teacher demonstrates 79 manipulatives being divided 9 ways.
TLW understand that all numbers do not divide evenly into another number; and this is called the remainder.
TLW practice dividing 796 by 9.
TLW identify that the process must be repeated due to the extra number.
TLW divide 9 into 796.
TLW divide 9 into 79 first.
TLW divide 9 into 79; leaving the 6 until the next step.
TLW understand that 9 goes into 79, 8 times.
TLW write the 8 above the 9.
TLW multiply 9 x 8 and get 72.
TLW write 72 under the 79.
TLW subtract 72 from 79.
TLW write the 7 under the 2.
TLW ADD A STEP.
TLW bring down the 6 and put it next to the 7.
TLW REPEAT THE PROCESS.
TLW divide 9 into 76.
TLW write the 8 above the 6.
TLW multiply 8 x 9 and get 72.
TLW put the 72 under the 76.
TLW subtract 72 from 76.
TLW identify that the difference of 4 is the remainder.
TLW identify that because there are not other numbers to bring down, the problem is complete.
TLW practice dividing one digit into 3-digit whole numbers that do not divide evenly into another number, leaving a remainder.
TLW practice dividing one digit into 3 digit problems provided by the teacher using the white board.
TLW practice dividing one digit into 3 digit problems provided by the teacher using a worksheet.
TLW view a video demonstrating division.
TLW practice using the divided-by sign to write division problems and solve, using 3 digit dividends and remainders.
TLW practice writing division problems for dividing numbers that have remainders, using pencil and paper.

Guided Practice/Independent Practice/Assessment Activities

TLW practice solving 3-digit, division problems, that have remainders at the same time the teacher demonstrates on the smart
board. TLW hold up their white board for quick assessment.
TLW practice solving 3-digit, division problems that have remainders, with a partner as determined by the teacher.
TLW practice solving 3-digit, division problems, that have a remainder by completing a work sheet.
TLW divide 9 into 796, independently.

Closure: TLW be asked how they think we could divide a one digit number into a 4-digit number evenly. A number they do not
know the times tables for. Do they think this is possible?