Dakota State University

College of Education  
LESSON PLAN FORMAT

Name: ______Lindsy Gratz__________________

Grade Level: ___6th Grade Math________________
School: ___Canby Elementary______
Date: __February 5, 2020__ 
Time: ___9:30 am___

Reflection from prior lesson: Students have been working on the end of the fourth-grade content
and have just started fifth grade math content. They have done very well but do have some focus
issues. On the good days we get through a lot of content but on the days where they are more
distracted, we are lucky if we get through one full lesson.

Lesson Goal(s) / Standards:  Lesson Topic: Two-digit Divisors with Remainder

5.1.1.1 Divide multi-digit numbers, using efficient and generalizable procedures, based on
knowledge of place value, including standard algorithms. Recognize that quotients can be
represented in a variety of ways, including a whole number with a remainder, a fraction or mixed
number, or a decimal.
 
Lesson Objectives: Students will divide two-digit divisors with a remainder independently and
accurately 85% of the time.

Materials Needed: Multiplication and Division Flashcards, Moby Max lesson packet, and iPads.
 
Contextual Factors/ Learner Characteristics: Special needs sixth graders who come to the special
education classroom for math.

A.  The Lesson 

 
1. Introduction (15 Minutes)  
 getting attention
o “I can take your homework and we will go through our flashcards.” (Go through
both multiplication and division cards)
o After this I will hand back the corrected homework and they will make
corrections and enter them into the Accelerated Math program. They will print the
homework for the next day and we will make sure they know how to do it for
homework.
o I then hand out their math packet for today’s lesson.
  relating to past experience and/or knowledge
o “We know that when we divide, we are splitting the larger number up into equal
groups.”
 creating a need to know
o “So, today we are going to be working with numbers that a little bigger. If we
have 260 pieces of candy and I want to give the same number of pieces to 12
people. Then I know that I am doing to divide that 260 by 12 to see how much
candy each person gets. We need to know these things because if we ever need to
split something up into equal groups then we know how to do that.”
 sharing objective, in general terms
o “So, we are going to be dividing by two-digit numbers today.”

 
2. Content Delivery (10-15 Minutes & Small Group)  

I will go through the packets with the students to make sure they understand what they are to be
doing and how to divide and how to find the remainder.

Two-Digit Divisors with Remainder

“For the first example we have 457 divided by 21. Can 21 fit into the 4 in 457? No, it’s can’t so
we need to look at the number 45. How many 21s fit into 45? Yes, 2. Now multiply 21x2. We
get 42. Take that 42 and subtract 45 – 42 and we get 3. Then what do we do? Right, we bring
down the 7. Now how many 21s fit in to 37?... Yes, 1. Now take 1 times 21 and we get ? Yes,
21. Now subtract. 37-21. We get 16. Do we have any other numbers to bring down? No. Does 21
fit into 16? No. So 16 is our…? Yes, the remainder.”
(go through the other problems with the students and assist as needed. Then repeat the same
process with dividing a four-digit number by a two-digit divisor.)

After these Practice problems we will learn how to check an answer.

“When we check the answers of division problems to make sure we are correct what do we do?
(Multiply the divisor and the quotient or answer.) So, question number 1: 922 divided by 26
equals 35 remainder 12. How would we check that? ((35x26) +12 =?) And our answer should be
922 or the dividend(what was divided up)”
Have students work through the rest of the practice problems and help them as needed.

    
3. Closure (5 minutes)  
“Does everyone understand how to divide by two-digit numbers and checking answers?
Any questions? Ok, log on to Moby Max and work through the lessons for dividing by
two-digit numbers and checking answers. Let me know if you need help.”

B. Assessments Used
Students used a paper packet lesson and then did some in the Moby Max program which
makes them get a 85% or better on the lesson or they have to redo it.
 
C. Differentiated Instruction
This is a group of three, so it is pretty easy to work with them where each of them is at. I do this
as the need arises. They also took placement tests when starting this program that placed them
where they are at.
 
D.  Resources

MobyMax on the iPad and Accelerated Math