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022315lessplan Math

This lesson plan outlines instruction to teach students about division using real-world word problems. The lesson will begin with reviewing related concepts from previous lessons. Students will then practice modeling division problems using manipulatives and working through sample word problems with increasing difficulty levels with teacher support, partners, and independently. Formative assessments include observing student work and discussions to check understanding at each step. Differentiated homework is provided to reinforce or further challenge students.

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55 views

022315lessplan Math

This lesson plan outlines instruction to teach students about division using real-world word problems. The lesson will begin with reviewing related concepts from previous lessons. Students will then practice modeling division problems using manipulatives and working through sample word problems with increasing difficulty levels with teacher support, partners, and independently. Formative assessments include observing student work and discussions to check understanding at each step. Differentiated homework is provided to reinforce or further challenge students.

Uploaded by

api-280292957
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Designing Performance-Based Instruction Aligned with the Common

Core State Standards for Mathematics


Lesson Plan Outline: 2/23/15
PA Common Core Standard under Study:
CC.2.1.4.B.2 Use place-value understanding and properties of operations to
perform multi-digit arithmetic.
4.NBT.6 Find whole-number quotients and remainders.
Objective: (Performance-Based objectives are composed in the know and do format.
The know refers to the content whereas the do is always linked to a higher order
thinking skill or worthwhile mathematical task). 1a; 1c; 1e; 2b; 3a; 4e

SWBAT use the relationship between division and multiplication problems


IOT solve for the unknown in division and multiplication situations
Coherence: How is this lesson connected to a previously mastered concept within this
unit of study or from a previously taught unit of study? 1a; 1b; 1c; 1e; 3b; 3c

Last week we talked about how you can use multiplication to check your
division. We also worked on solving word problems by thinking about the
situations as: What is the total (dividend)?, How many parts are you
dividing the total into (divisor)?, How many pieces make up each part
(quotient)?, and What is the number sentence?
Now that weve used real-life situations to directly model division problems,
I want the students to be able to see the relationships between the
numbers.
Manipulatives: What manipulatives will be used throughout the lesson to develop and
demonstrate conceptual understanding of abstract mathematical concept(s)? 1a; 1b; 1d;
3c; 3d

Some students will get to use counters to directly model the situations
General and Domain Specific Vocabulary Words: (List and operationally
define key terms and/or symbols that are essential to student mastery of the objective.
Students should be encouraged to use knowledge of Latin and Greek word parts to develop
a conceptual understanding of the concept under study). 1a; 1b; 1c; 1e; 2b; 4e

Divide means to do repeated subtraction of equal groups.


Dividend means the number to be divided (you can think about it as the
total number of pieces).
Divisor means the number by which another number is divided (you can
think about it as the number of parts you want to divide the total into).
Quotient means the result of a division problem (you can think about it as
the number of pieces that go into each part).

Designing Performance-Based Instruction Aligned with the Common


Core State Standards for Mathematics
Lesson Plan Outline: 2/23/15
Teacher Model: The teacher demonstrates what students should know and be able to
do while students listen attentively, taking notes where appropriate. 1b; 1e; 1f; 2a; 2c; 3a;
3b; 3c; 3d; 3e; 4a
What real-world problems (worthwhile mathematical tasks) will be used by the teacher to
model skills /demonstrate application of mathematical concept(s)? 1a; 1b; 1c; 1d; 1e; 1f;
3a; 3b; 3c; 3e

Total Amount: 16
Total Amount: 24
Total Amount: 21

# of groups: 2
# of groups: 4
# of groups: 3

Amount in each group: 8


Amount in each group: 6
Amount in each group: 7

Guided Practice: Students are asked to demonstrate developing knowledge of the


objective by demonstrating their knowledge and ability in the large group setting. The
teacher uses this opportunity to assess as many students as possible with special attention
to struggling learners. If students are unsuccessful at this phase, then students
would benefit from another teacher model. 1b; 1e; 1f; 2a; 2c; 3a; 3b; 3c; 3d; 3e; 4a
What real-world problems (worthwhile mathematical tasks) will be presented to students in
order to provide students with multiple opportunities to apply their knowledge of
mathematical concepts? 1a; 1b; 1c; 1d; 1e; 1f; 3a; 3b; 3c; 3e

Total Amount: 18
Total Amount: 32
Total Amount: 20

# of groups: 6
# of groups: 8
# of groups: 5

Amount in each group: 3


Amount in each group: 4
Amount in each group: 5

How will the teacher know what each student knows and can do during the guided
practice opportunity? How will students be assessed through writing and speaking? 1a; 1b;
1c; 1d; 1e; 1f; 2b; 2c; 3a; 3b; 3c

Students will record their answers in their math message journal and then
some students will be asked to share how they got their answers.
Cooperative Practice: Students are asked to work in groups of two to demonstrate
developing knowledge of the objective. The teacher uses this opportunity to circulate the
room assessing and assisting as many students as possible with special attention to
struggling learners. If students are successful in this phase, they are ready for the
next step in the gradual release process. 1b; 1e; 1f; 2a; 2c; 3a; 3b; 3c; 3d; 3e; 4a
What real-world problems (worthwhile mathematical tasks) will be presented to students in
order to provide students with multiple opportunities (with a partner) to apply their
knowledge of mathematical concepts? 1a; 1b; 1c; 1d; 1e; 1f; 3a; 3b; 3c; 3e

Total
Total
Total
Total
Total
Total

Amount:
Amount:
Amount:
Amount:
Amount:
Amount:

15
18
28
42
27
55

# of groups: 3
# of groups: 2
# of groups: 7
# of groups: 6
# of groups: 9
# of groups: 5

Amount in each group: 5


Amount in each group: 9
Amount in each group: 4
Amount in each group: 7
Amount in each group: 3
Amount in each group: 11

Designing Performance-Based Instruction Aligned with the Common


Core State Standards for Mathematics
Lesson Plan Outline: 2/23/15
How will the teacher know what each student knows and can do during the cooperative
practice opportunity? How can students be assessed through writing and speaking? 1a; 1b;
1c; 1d; 1e; 1f; 2b; 2c; 3a; 3b; 3c

Teacher will walk around and listen to the conversations and look at their
work.
Independent Practice: Students are asked to work independently to demonstrate
knowledge of the objective. The teacher uses this opportunity to determine what students
know and can do without any assistance from the teacher, teacher assistant, or peer. If
students are unsuccessful in this phase, then students may benefit from exposure to the
general and domain specific vocabulary and/or exposure to a second round of the gradual
release process. 1b; 1e; 1f; 2a; 2c; 3a; 3b; 3c; 3d; 3e; 4a
What real-world problems (worthwhile mathematical tasks) will be presented to students in
order to provide students with multiple opportunities (without any assistance) to apply their
knowledge of mathematical concepts? 1a; 1b; 1c; 1d; 1e; 1f; 3a; 3b; 3c; 3e

file:///Users/annamia14/Downloads/multdivision.pdf
Will students be able to use manipulatives during independent practice to demonstrate
mastery of abstract mathematical concepts? If so, which students and why? 1a; 1b; 1d; 3c;
3d
Some. Dahmair, Tayshaun, Kya-meer, Christian- all expressed some confusion

Homework for Students Struggling with this Objective: (Students would


benefit from homework aligned with the prerequisite skill necessary to demonstrate
mastery of the know and do objective). 1a; 1b; 1c; 1d; 1e; 1f; 3c; 3d; 3e

http://www.commoncoresheets.com/Math/Division/Division
%20Tables/English/2.pdf
Homework for Students Not Struggling with this Objective: (Nonstruggling students would benefit from homework designed to enrich their ability to apply
knowledge and skills aligned with the know and do objective). 1a; 1b; 1c; 1d; 1e; 1f; 3c; 3d;
3e

http://www.commoncoresheets.com/Math/Division/Division
%20Tables/English/2.pdf
but also write the division and multiplication number sentences!

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