KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate: Kelly Wall Date:

Cooperating Teacher: Fidler & Bertsch Coop. Initials

Group Size: 20 Allotted Time (2)11:00-12:00 Grade Level 4____

Subject or Topic: Division 10-6 Section

STANDARD:
Standard - CC.2.1.4.B.2

Use place value understanding and properties of operations to perform multi-digit

arithmetic.

 Performance Objectives (Learning Outcomes):

 Students will be able to divide 3 digit numbers by one digit numbers by using
the standard algorithm
 Students will be able to determine where to start dividing by deciding if the
divisor is larger or smaller than the first digit of the dividend

 Instructional Materials
Day 1
 Daily nope (10-5 exit slips)
 Homework answer key
 Smartboard
 Envision math video (10-6)
 White board
 Dry erase marker
 10-6 Practice (22)
 10-6 Practice answer key
 Exit Slip (11)
 10-6 re-teaching (22)
Day 2
 Daily nope (10-6 exit slips)
 Homework answer key
 Smartboard
 White board
 Dry erase marker
  Practice worksheet (22)
 Answer key
 Exit Slip (11)
 Homework (22)

 Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of

additional content)
A. Prerequisite skills
 Division of 3 digit by 1 digit
 Standard division algorithm
 How to use DMSCB to complete the steps of division
B. Key Vocabulary
 Dividend- the number being divided
 Divisor- the number time the dividend is divided
 Quotient- the answer to the division problem.
C. Big Idea
 To determine where to start dividing, look at the first digit of the
dividend.
D. Content
Day 1
 DMSCB represents the steps to solving a division problem
o Divide 1st digit of dividend by the divisor
 Can you divide it? no then look at the second number and
divide
 Write answer on top of dividend (in the tens place)
o Multiply answer by divisor. Write under the dividend
o Subtract dividend and new number
o Bring down the next number
 Divide that number by the divisor and repeat steps
 Once you can’t bring any more numbers down, bring the
final number up as the remainder.
o Multiply to check your answer

 Sometimes, the first digit of the dividend is less than the divisor, so we
have to look at the first and the second digits to determine where to
start dividing.
Day 2
o When setting up the problem, write the divisor
o Then make boxes for every digit in the dividend
o Put zeros up above the boxes based on the place values
 2 zeroes above the hundreds and 1 above the tens
o Put the dividend in the first box
o Divide the hundreds
 Put the number on top of the hundreds place
o Multiply the hundreds by the divisor
 o Subtract
o Move your answer to the next box
o Divide the tens
 Think of it as tens, if the number in the box is a
hundred, divide the first 2 numbers
o Subtract
o Move the number to the ones box
o Divide
o Multiply
o Then subtract
 the last number is the remainders
o add the values at the top to get your answers
 Repeat process with a second example

 Implementation
Day 1
A. Introduction
Whole Group
 Ask students to take out their math homework from night before
 Check to see all student have completed it.
 Review answers
 Call on students to answer each problem ask them to tell you step
by step how they completed the problem.
 Write out answers on board if necessary
 Have students correct their work as they go
 If yesterday’s exit slips had errors on them, review one or two “don’ts”
 Call students to sit by the smart board and turn on the envision video
 Tell students “now that we know how to divide a 3 digit number by a
one digit number, we will learn what to if the first number in a 3 digit
number is less than the divisor.”

B. Development
 Watch video on smart board
o Stop to complete the steps of the problem.
 Recite pneumonic device “Does McDonald’s Sell
Cheese Burgers” while you write down DMSCB. This
will help students remember the steps they must take to
complete the problem
 Call on students to talk you through the steps
 What should I do first (divide)?
o What am I dividing?
o What is the dividend divided by the
divisor? Or what times the divisor will
get you closest to the dividend without
going over?
 o Can you divide a smaller number by a
larger number? (no)
o Point out that you can divide the first
two numbers
o Where will I put the answer (above the
second number)? Put an x above the first
number to remind yourself to start above
the second number
 What should I do next (multiply)?
o What am I multiplying?
o Where will I put the answer (Under the
dividend number)?
 What should I do next (Subtract)?
o What is my answer?
 What should I do next (compare)?
o Is the answer smaller than the divisor?
 Yes? Move on to next step
 No? Go back and check your
work
 What should I do next (Bring down/up)
o Do we have a number to bring down
(yes)?tr
 Now what? (repeat steps and divide)
 As steps are repeated, stop to check for
understanding with:
o What are you dividing?
o Which numbers are you multiplying?
 When you get to the “bring down/up step ask
“are we going to bring this number (answer to
subtraction) up? Why not? (bring down number)
 Repeat steps
 When you reach “bring down/ up” ask “do we
have anything to bring down? (No) so what
should we do? (bring the answer to the top as a
remainder)
 Multiply to check answer
o Repeat process with a second example
 Remind the students to ask if the first number is larger
or smaller than the divisor. If so move to the second
number.
o Finish video
Small Group
 Divide students into three Homogenous groups
 Hand out practice worksheet 10-6
o Have students talk you through the problem as they solve
together
 o Complete 2-3 problems as a group (or more if students need
more practice with prompts)
o Have students try one on their own. Have them show you the
answer when they are done
 If students are able to complete the problem on their
own, have them complete worksheet on their own.
 Check answers before they can move on to the next
activity. Have them correct any errors

C. Closure
 After students compete practice worksheet 10-6, hand them an exit
slip. Have students complete exit slip on their own.
 Collect exit slip and hand student their homework.
o Have student work on homework until subject change.
 At the end of the period, have student put away their math homework/
iPad and place their spelling folder onto their desk
o Line up for lunch.
Day 2
A. Implementation
Whole Group
 Ask students to take out their math homework from night before
 Check to see all student have completed it.
 Review answers
 Call on students to answer each problem ask them to tell you step
by step how they completed the problem.
 Write out answers on board if necessary
 Have students correct their work as they go
 If yesterday’s exit slips had errors on them, review one or two “don’ts”
 Call students to sit by the smart board and turn on the envision video
 Tell students “now that we know how to divide a 3 digit number by a
one digit number, we will learn what to if the first number in a 3 digit
number is less than the divisor.”

D. Development
 Review a few problems using the standard algorithm
 After you feel that they student can successfully talk you through the
problems, explain that we will being trying a different method to
divide
o We will still be using “Does McDonald’s Sell Cheese Burgers”
while you write down DMSCB. This will help students
remember the steps they must take to complete the problem
o When setting up the problem, write the divisor
o Then make boxes for every digit in the dividend
o Put zeros up above the boxes based on the place values
 2 zeroes above the hundreds and 1 above the tens
 o Put the dividend in the first box
o Divide the hundreds
 Put the number on top of the hundreds place
o Multiply the hundreds by the divisor and place under the
dividend
o Subtract
o Move your answer to the next box
o Divide the tens
 Think of it as tens, if the number in the box is a
hundred, divide the first 2 numbers
o Subtract
o Move the number to the ones box
o Divide
o Multiply
o Then subtract
 the last number is the remainders
o add the values at the top to get your answers
 Repeat process with a second example
Small Group
 Divide students into three Homogenous groups
 Hand out practice worksheet
o Have students talk you through the problem as they solve
together
o Complete 2-3 problems as a group (or more if students need
more practice with prompts)
o Have students try one on their own. Have them show you the
answer when they are done
 If students are able to complete the problem on their
own, have them complete worksheet on their own.
 Check answers before they can move on to the next
activity. Have them correct any errors

E. Closure
 After students compete practice worksheet, hand them an exit slip.
Have students complete exit slip on their own.
 Collect exit slip and hand student their homework.
o Have student work on homework until subject change.
 At the end of the period, have student put away their math homework/
iPad and place their spelling folder onto their desk
o Line up for lunch.

D. Accommodations/Differentiation
 For ESL- When completing the first few problems together, write the
problem out step by step so student can follow along. When
 completing independent problems pair student with another student so
that they can follow along if they do not understand.
 For Enrichment- have students complete 10-6 enrichment on goggle
classroom.
 For students who have trouble following the steps continue to break
down the problem into steps and prompt each step.
 Follow all IEPs

a. Assessment/Evaluation Plan
1. Formative
 Exit slip (to be collected)
 Graded as a correct or incorrect answer
2. Summative

B. Reflective Response
a. Report of Student Performance in Terms of Stated Objectives
(Reflection on student performance written after lesson is taught,
includes remediation for students who fail to meet acceptable level of
achievement)

Remediation Plan

b. Personal Reflection (Questions written before lesson is taught.

Reflective answers to question recorded after lesson is taught)

C. Resources (in APA format)