Ashley Little

Jaime Coulling Berkeley Glenn Elementary School

November 28th, 2018 8:05-9:05 am
Submitted to teacher on November 26th, 2018
LESSON PLAN OUTLINE
JMU Elementary Education Program

(Include the title of each of the following sections in your written plan.)

A. TITLE/TYPE OF LESSON

This lesson is a small group lesson that provides explicit instruction on division by dividing two-digit numbers by one-
digit numbers. Students will work in a small group with me for 20 minutes, rotating through two other stations to
complete the hour. This lesson will teach and review (depending on student readiness) the process for solving division
problems using unifix cube manipulatives and remainder.

B. CONTEXT OF LESSON
What pre-assessment did you do that tells you the students’ readiness, interests, and/or learning
preferences? Why is this an appropriate activity for these students at this time? How does this lesson
fit in the curriculum sequence? How does this lesson fit with what you know about child
development?

For this lesson there was no formal pre-assessment that was conducted. In class we have been reviewing how to divide,
and students are at different levels with their understanding of this division. Students created multiple multiplication
charts in class, that will serve to assist them at my table completing this activity. This is an appropriate activity for
students currently because it provides them one-on-one instruction and support in a concept that is not entirely new but
using a new method. Students need this individual, small group attention so that they know they are heard and that
their misunderstandings can be addressed in a more private setting. This lesson fits with the curriculum sequence
because students have had instruction and development in addition, subtraction and multiplication skills at the fourth-
grade level. Students should be ready to begin developing division skills using manipulatives and understanding how
these skills fit into everyday life and relate to multiplication.

C. LEARNING OBJECTIVES
Understand – what are the broad Know – what are the facts, rules, Do – what are the specific thinking
generalizations the students should specific data the students will gain behaviors students will be able to do
begin to develop? (These are through this lesson? (These “knows” through this lesson? (These will also
typically difficult to assess in one must be assessed in your lesson.) be assessed in your lesson.)
lesson.)

Students will understand that
division means dividing a whole
into equal parts.
Students will understand the
process for how to divide a
number using unifix cubes.
Students will know multiplication
facts to help them divide.
Students will know how to
communicate math into sentences.
Students will complete a
worksheet that guides them
through thinking about division as
parts of a whole by using unifix
cubes to solve problems.

Students will understand what the

remainder means.
Ashley Little
Jaime Coulling Berkeley Glenn Elementary School
November 28th, 2018 8:05-9:05 am
Submitted to teacher on November 26th, 2018
D. ASSESSING LEARNING
What will your students do and say, specifically, that indicate every student has achieved your
objectives? Remember – every objective must be assessed for every student!

During this lesson students will be assessed informally and formally. Students will be informally assessed through
observation during the 20 minutes. I will assess student’s understanding through asking questions and asking them to
explain their thinking. I will ensure that everyone knows what it means to divide by reviewing that vocabulary word at
the beginning of the lesson with each group. To ensure that students understand what we are doing when we are
dividing our whole into groups, I will ask them to explain to me what we are doing and why. Students will be asked to
explain to me why they can’t evenly divide the remainder among the rest of the groups when we reach that point in the
problem, understanding that distributing the remainder would make our groups unequal which can’t happen.

E. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL STANDARDS if required)

Computation and Estimation
4.4 The student will
a) demonstrate fluency with multiplication facts through 12 x 12, and the corresponding division
facts;
b) estimate and determine sums, differences, and products of whole numbers;
c) estimate and determine quotients of whole numbers, with and without remainders; and
d) create and solve single-step and multistep practical problems involving addition, subtraction,
and multiplication, and single-step practical problems involving division with whole numbers.

F. MATERIALS NEEDED
List all materials that will be needed to teach this lesson.
Who will be responsible for securing each item?
Provided by me:
-Worksheets
-Unifix papers
-Lesson plan printed out
-Pen ton check papers

Students:
-Pencil
-Multiplication charts if they have them

G. PROCEDURE
(Include a DETAILED description of each step. Write what you will SAY and DO.)
 Preparation of the learning environment (if required)
 Engage -Introduction of the lesson
 Implementation of the lesson (specific procedures and directions for teacher and students)
 Closure
 Clean-up (if required)
Ashley Little
Jaime Coulling Berkeley Glenn Elementary School
November 28th, 2018 8:05-9:05 am
Submitted to teacher on November 26th, 2018
Preparation of the learning environment:

To prepare for this lesson I will ensure that I have all my materials printed beforehand so I am not stressed for time in
the morning upon arrival. I will make sure that all the chairs at my table are down and ready for use, and that I have a
pen and extra sharpened pencils available and ready for students who need them. I will make sure I have the unifix
cubes ready for use. Once everyone is seated and ready around 8:05 I will clap my hands and wait for everyone to be
quiet. Then I will explain what will be happening at each station and the materials they will need to have ready with
them at each station. Then I will tell everyone to go to their first group.

Engage:

To engage each group, I will start by reviewing what the definition of division is and how we divide in everyday life.
We may talk about how division is used in everyday life, and how the students are divided into their math groups for
stations. I will pass out worksheets and instruct students to write their names on the top of their papers and choose
someone to read the first question. I will ask them to guide me through what I am supposed to do to get my answer
while using the manipulatives. I will guide groups through the worksheet using the unifix cubes together. Depending
on which group I am working with I will guide them accordingly.

Implementation of lesson:

Then I will tell students that we are going to work through the worksheet as a group. I will guide groups through the
worksheet using the unifix cubes together. Depending on which group I am working with I will guide them depending
on their readiness and understanding to answer questions. To ensure that each student is on track and understanding, I
will ask questions to different students to make sure they are paying attention and participating. I want students to
know how important it is to justify their thinking, and I will ask them to explain what they mean and why. Students
will work diligently for the 20 minutes that the station will last. I will encourage them to ask me questions when they
need help. For students that finish early, I will provide challenge questions for them that are word problems, so they
can practice more of their division and procedure.

Closure:

Closure for each group will look about the same. I will instruct each person to put their pencils down and listen to what
I am about to say. I will ask them to double check that their names are on their papers and completed or not hand them
to me. I will tell them this is not a grade but for me to see how they are doing with this method of division. I will then
get everyone’s attention and instruct them to switch stations and get going where their next station is and to remember
all the materials they need for each station.

H. DIFFERENTIATION
Describe how you have planned to meet the needs of all students in your classroom with varied
learning styles and abilities, English language proficiency, health, physical ability, etc. How will you
extend and enrich the learning of students who finish early? How will you support the learning of
children struggling with your objectives?

This lesson will be differentiated based on ability. Students are split into groups that have higher level students, on
grade point students, and below grade point students. Problems on the worksheets will not be differentiated among
groups. Students will all receive the same worksheet, but the amount of guidance and assistance each group gets will
be dependent on readiness. To assist students in the lower group, I plan on spending time reviewing the process of how
to solve using the unifix cubes as a manipulative. These students need the most support in the process and
understanding.. I will ask students questions that will challenge them to explain what is happening in the problem and
why it is happening. For students on grade point I will ensure that they understand the process and know how to solve
Ashley Little
Jaime Coulling Berkeley Glenn Elementary School
November 28th, 2018 8:05-9:05 am
Submitted to teacher on November 26th, 2018
the problems using the method. For these students I will push them to understand how the parts of the process create
the whole. For students in the highest-level math group we will quickly review the process of how to solve using the
partial parts method and I will leave students to solve the problems on their worksheet. I will guide them when they
need help, but they should be at an independent thinking level. For students that finish early, I will challenge them to
answer word problems that I have on hand.

I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
Think about this! It may help you avoid an embarrassing situation.

There is a lot that could go wrong with this lesson. One thing that could go wrong is students talking to the person next
to them and getting off topic from the division we are doing. If this happens I will give students, one warning and then
tell them they may have to complete more division work during recess. Another thing that could go wrong is students
giving up and putting their heads down on the table because they are frustrated and don’t understand or don’t want to
do what we are doing. If this happens I will tell that student that they need to keep trying what we are doing, or they
will have to do it during recess. I will remind them that I am there to help but I can’t help people who aren’t trying at
all. Another concern that I have is that the train will be going in front of Berkeley Glenn in the morning which may
cause me to be late arriving and setting up.