ELED 433 LESSON PLAN FORMAT

JMU Elementary Education Program

The following information should be included in the header of the lesson plan:
Katie Miller
Ms. S. Throneburg W.W. Robinson 5th Grade
Date and time: November 19, 2014 @ 8:20am-9:30am
Date submitted: _11-18-2014_
Signature: _On Copy Turned In_

A. TITLE/TYPE OF LESSON Addition, Subtraction, Multiplication and Division Review

Game
B. CONTEXT OF LESSON
What pre-assessment did you do that tells you the students readiness and/or
interests?
The students are currently working on multiplication of three
digits numbers by two digit numbers. They are also working
on division of three digit numbers by one digit numbers. They
are also working to have their multiplication facts
memorized. I have reviewed several worksheets and tests
that they have completed or taken and some of the
students need some more review so that they are able to
solve these problems without any issues. When multiplication
and division word problems are both on the same worksheet
some students have difficulty figuring out how to solve the
problem.
Why is this an appropriate activity for these students at this time? How does this
lesson fit in the curriculum sequence (consider vertical and horizontal
planning)?

Vertical Planning: The students are currently working on

multiplication of three digit numbers by two digits numbers. The
next part of the SOL is solving division problems.
Horizontal Planning: As the students become fluent in solving
multiplication and division problems it will help them to be able
to become fluent in the new content that is being taught. Once
they are able to solve problems using whole numbers they will be
able to work at solving problems using decimals and then
fractions.

How does this lesson fit with what you know about child development
(developmentally appropriate practice and learning progressions)?

Both general methods and special strategies are opportunities

to develop competencies to the NBT standards. Use and

discussion of both types of strategies offer opportunities for

developing fluency with place value and properties of
operations, and to use these in justifying the correctness of
computations.(CCSS K-5 Number and Operations in Base Ten,
pg. 4)
C. STANDARDS - VA SOLs and/or CCSS
Math
Standard 5.4 The student will create and solve single-step and multistep practical
problems involving addition, subtraction, multiplication and division with and without
remainders of whole numbers.
English
Standard 5.1: The student will listen, draw conclusions, and share responses in
subject-related group learning activities.
d. Communicate new ideas to others.
e. Demonstrate the ability to collaborate with diverse teams.
f. Demonstrate the ability to work independently.
Process/ Practice Standards (NCTM):
Recognizing and using connections among Mathematical ideas.
Students extend problem solving to multi-step word problems using the four
operations posed with whole numbers.
Students must interpret and use remainders with respect to context.
Students extend the idea of decomposition to multiplication and learn to use
the term multiple.
D. LEARNING OBJECTIVES
Understand what are the
broad
generalizations/concepts
the students should begin to
develop? (These are
typically difficult to assess in
one lesson.)
Different processes can be
used to solve addition,
subtraction, multiplication
and division problems.
Understand the meaning of
mathematical operations
and how these operations
relate to one another when

Know what are the tools,

vocabulary, symbols, etc.
the students will gain
through this lesson? (These
knows must be assessed
in your lesson.)
Students will know
different types of
strategies that can be
used to solve addition,
subtraction, multiplication
and division problems.
Students will know the
appropriate methods and

Do what are the specific

thinking
behaviors/procedures
students will be able to do
through this lesson? (These
will also be assessed in your
lesson.)
Students will solve division
problems using both
standard division and
partial quotient.
Students will explain the
process for the strategy that
they choose to use to solve
the division problems.

creating and solving singlestep and multi-step word

problems.

tools that can be used:

Paper and pencilsolving the problem using
paper and pencil
Estimation-making an
guess at what they think
the answer will be based
on the numbers in the
problem and how they
rounded
Mental computationworking the problem in
their head
Standard algorithmPartial productPartial quotientRepeated additionStudents will know what
remainders are and what
it means when there is a
remainder.
Students will know how to
set up the division
problem using partial
quotient or which strategy
that they choose to use.
Students will know how to
solve multiplication
problems using partial
product, standard
algorithm, or any other
strategy that works for
them.
Students will know how to
explain how they solved
the problem.
Students will know what
addition, subtraction,
multiplication and division
mean.

Students will solve

multiplication problems
using both standard
algorithm, partial product
or any other strategy that is
mathematically accurate.
Students will explain the
process for the strategy that
they choose to use to solve
the multiplication problems.

E. ASSESSING LEARNING
I will use the game of Jeopardy to assess the students. I will have them write
down the problems and work them out as individuals and then they will need
to collaborate as a team to decide on the answer that they will to submit as
the final answer. I will collect the work and review to make sure that the
students understand how to solve the problems. As we are playing the game
I will ask students to explain how they solved the problem and if someone else
got a different answer I will ask them how they solved the problem and we
will see what went wrong and where so that they can learn from their
mistakes.
Objective

U1 Students will understand

the appropriate methods
and tools in order to
compute problems with
whole numbers.

U2 Students will understand

the meaning of
mathematical operations
and how these operations
relate to one another when
creating and solving singlestep and multistep word
problems.

Assessment Tool
What documentation will you have
for each student?

Student Work
Observation
Discussion

Observation
Discussion

Data Collected
What will your students do and say,
specifically, that indicate each
student has achieved your
objectives?

Each student will solve the

problems during the game
on a worksheet with the
solution in the corresponding
box for the question. They will
need to determine where an
exact answer or an estimate
is needed based on the
question. They will also need
to work together as a team
to decide which answer they
will submit as their final
answer.
The students will need to tell
me why they chose the
operation that they did to
solve the problem. They need
to be able to defend/ show
reasoning for what they did.
I will gather data from
observing them during the
centers and also during the
discussion.
The students will be able to
tell me that adding means
that you are combining two
numbers, subtracting means
that you are taking some
away from another number,
multiplying means that you

U3 The students will be able

to understand what each
type of problem means and
how to set up the problem.

Observation
Student Work
Discussion

U4 Students will understand

the algorithms that are
needed to solve the
problems.

Student Work
Observation
Discussion

U5 Different processes or
strategies can be used to
solve addition, subtraction,
multiplication and division
problems.

U6 Understand the meaning

of mathematical operations
and how these operations
relate to one another when
creating and solving singlestep and multi-step word
problems.

Student Work
Observation
Discussion

Observation
Discussion

are repeatedly adding a

number together with itself a
specified number of times
for example: 5x3 would be
5+5+5 and division would be
breaking a number into an
equal number of groups for
example 82 would be 2
groups of 4.
The students will set up the
problems that they are
working out on their paper. I
will ask students to walk us
through a couple different
problems to make sure that
they know how to set up the
problems.
The students will be able to
explain how to use the
algorithms to solve the
equations.
Students will be able to
explain to me exactly what
they have done and walk me
through solving the problem
as if I do not know what I
need to do.
I will be able to see the
different strategies that the
students used on the
worksheet that is collected.
Students will be able to
explain to me exactly what
they have done and walk me
through solving the problem
as if I do not know what I
need to do.
I will record what the students
are saying during the
different centers and also
during the discussion.
Students will talk about how
adding and subtracting are
opposite of each other just

K1 Students will know

different types of strategies
that can be used to solve
addition, subtraction,
multiplication and division
problems.

Observation
Student Work
Discussion

K2 Students will know the

appropriate methods and
tools that can be used:
Paper and pencil-solving
the problem using paper and
pencil
Estimation-making an
guess at what they think the
answer will be based on the
numbers in the problem and
how they rounded
Mental computationworking the problem in their
head
Standard algorithmPartial productPartial quotientRepeated addition-

Student work
Observation
Discussion

K3 Students will know what

remainders are and what it
means when there is a
remainder.

Observation
Student Work
Discussion

like multiplication and division

are opposites of each other.
The students will set up the
problems that they are
working out on their paper. I
will ask students to walk us
through a couple different
problems to make sure that
they know how to set up the
problems using different
strategies.
I will also collect the
worksheets to see the
different strategies that were
used.
The students will be using
paper and pencil during the
Jeopardy game but mental
computation and paper and
pencil will be used at the
other centers and this work
will be collected and
reviewed.
The students will be asked
randomly to explain the
strategy that they used at
one of the centers (not
Jeopardy) to solve one of the
problems.

I will observe students during

the different centers and
when they encounter a
problem that they are solving
with remainders I will ask
them to explain what it
means. I will also work out
one of the problems on the
board and ask someone
what the remainder means in
different situations.

K4 Students will know how to

set up the division problem
using partial quotient or
which strategy that they
choose to use.

K5 Students will know how to

solve multiplication problems
using partial product,
standard algorithm, or any
other strategy that works for
them.

Student Work
Observation
Discussion

Student Work
Observation
Discussion

K6 Students will know how to

explain how they solved the
problem.

Student Work
Observation
Discussion

K7 Students will know what

addition, subtraction,
multiplication and division
mean.

Student Work
Observation
Discussion

D1 Students will solve division

problems using both
standard division and partial
quotient or another strategy.

Observation
Student Work
Discussion

Students will be solving

problems with paper and
pencil during Jeopardy and
at some of the other centers
and will need to solve the
problems in at least 2
different ways.
I will be collecting the papers
to see that they understand
the content enough to be
able to solve the problems 2
different ways.
Students will be solving
problems with paper and
pencil during Jeopardy and
at some of the other centers
and will need to solve the
problems in at least 2
different ways.
I will be collecting the papers
to see that they understand
the content enough to be
able to solve the problems 2
different ways.
Students will have to be able
to explain how they set the
problem up the way they did
and why during Jeopardy
and other centers. There will
be a few questions on the
Jeopardy hand out to be
completed asking them to
explain the process/strategy
that they used.
I will collect the worksheets
and any paper use to collect
data and make sure that
they understand each of
these content areas.
I will collect the worksheet
that goes along with
Jeopardy; I will also observe
each center and discuss
several example problems
afterwards.

D2 Students will explain the

process for the strategy that
they choose to use to solve
the division problems.

Observation
Student Work
Discussion

D3 Students will solve

multiplication problems using
both standard algorithm,
partial product or any other
strategy that is
mathematically accurate.

Observation
Student Work
Discussion

D4 Students will explain the

process for the strategy that
they choose to use to solve
the multiplication problems.

Observation
Discussion
Student Work

I will collect any worksheets

or papers used to figure out
the problems to see the
different strategies that were
used.
Students will be solving
problems with paper and
pencil during Jeopardy and
at some of the other centers
and will need to solve the
problems in at least 2
different ways.
Students will have to be able
to explain how they set the
problem up the way they did
and why during Jeopardy
and other centers. There will
be a few questions on the
Jeopardy hand out to be
completed asking them to
explain the process/strategy
that they used.

F. MATERIALS NEEDED (3 groups of 5 and 2 groups of 4)

Jeopardy Game on Power Point Me
Worksheet to go along with the game Me
Ping Pong Muffin Tin Math me
Dont Get Zapped!! (addition, subtraction, multiplication and division) - me
Addition/Subtraction review with playing cards- me (need 3 decks of cards)
Multiplication Dominoes War- Me
G1 ANTICIPATION OF STUDENTS MATHEMATICAL RESPONSES TO THE TASK(S) POSED IN
THE PROCEDURE
PORTION OF THE LESSON
The students will play Jeopardy as a review of Addition, Subtraction,
Multiplication and Division. They students will be asked to use their prior
knowledge to play the game to solve the problems.
The students may choose to use addition for a subtraction problem or
multiplication for a division problem.
The students may use the standard algorithm, partial product, partial quotient
or any strategy that they have found to be productive for them.
Students will work in a center review their multiplication facts. They may not
completely know them so they may make mistakes on the answers.
MISTAKES
Forget to add the numbers that they carried.
Round to incorrect place value.

 Forget a step in the problem.

Give incorrect answers for basic facts.
When dividing they may place an incorrect number as part of the
product when solving the problem.
Make simple mistakes on subtracting during division.
Make simple mistakes when adding during multiplication.
Invert the numbers. (i.e. write 91 for 19).
STRATEGIES
Use Standard Algorithm
Use Partial Product
Use Partial Quotient
Use adjusted lattice method
Estimation
Repeated Addition
Repeated Subtraction

Procedure

G2

PROCEDURE
Include a DETAILED description of each step, including how you will get the
students attention, your introduction of the activity, the directions you will give
students, the questions you will ask, and appropriate closure. Write exactly what
you will SAY and DO. Think of this as a script.
BEFORE:
When class starts we will talk about the 4 basic operations, what each of them
mean, and different strategies that can be used to solve the problems. Once we
have reviewed each of the operations I will explain that we will be playing several
different games to work on building fluency and quick recall of basic facts. I will
model each of the games so that the students will understand that they will be
doing at each of the centers. I will let them know what they will be doing at
Jeopardy but I will not be previewing any of the questions for them. I will have
blank paper at each station that they will need to record their strategies and any
problems that they work out on paper. If they are doing mental math then I would
like for them to explain the process that they used so that I can understand what
they are doing. There will also be a tray at each of the centers for them to turn in
the papers used, to make sure that all get handed in.
DURING: Implementation The students will be working in groups of 4 or 5 (there
will be 3 groups of 5 and 2 groups of 4). During the time that they spend at each
center they will need to be able to bounce ideas and strategies off of each other
if they have questions, as I will not help them but want to be able to observe
what they know about the content and what they do and do not understand. I
will ask students questions such as How did you know to multiply or divide?, What
did you try first?, How are these similar/different?. I noticed that you changed your

answer. Why? What are you thinking? to clarify or gather more knowledge that
they have about the problems that they are solving to see where the issues or
misconceptions still lie. I will provide the appropriate support that the students
need without providing them with the way to solve the problem but instead asking
them what they have tried or suggesting that they try a different strategy or even
talk with a group member to see if they can figure out a way to solve the problem.
For students that finish at any of the station early I will ask them to provide
additional strategies to solve various problems from the center. If they are using
playing cards to work on basic facts for addition and subtraction I would ask them
to make it more difficult by laying down 4 cards and then laying down 3 cards
and adding or subtracting the numbers, for example, 6,718-839=5,879. If the
students finish early at Dont Get Zapped, I will ask for them to place all of the
sticks back into the container and start the game over until time is up. At Ping
Pong Math I will ask that the students try to find a different way to get the ping
pong ball into the muffin tin to make it a little more difficult. I will monitor all the
students at each of the centers and will record Data on a Data recording sheet to
keep track of the different strategies that the students use and any comments of
information that is necessary to gage where the students are in the learning
progression and levels of representation. I will also collect any papers that the
students use to gather data off of those as well.
I will use a Data recording sheet to keep track of the different strategies that
students were using during each station to use during the discussion after they
have completed the centers.

AFTER: During the discussion after the centers I will talk with the class about various
strategies that they used that may help other students to better be able to
understand the concepts and work more fluently. For this I will ask different
students to choose a strategy that they used and explain the process to the rest of
the students. We will also have a class discussion in which the students will be able
to talk about the strategies that they find the most useful and that they think may
help the other students. During this time the students need to be respectful of
each other and listen as these ideas may help them to work through problems
more fluently. During the discussion it does not matter if the student gets the right
answer it is the strategy that they tried and once they have shared their ideas the
other students will have the opportunity to respond with respectful comments and
help them to see where they may have made their mistakes and work together to
accurately solve the problem. After the discussion I will highlight the connections
between the strategies that were used or different mathematical ideas. I will also
review the different types of strategies that can be used such as partial quotient,
partial product, repeated addition. (In this section I will let the students choose the
strategies that they want to talk about based on what they used. If everyone tried
the same strategy then I may mention a couple that were not use that may be
useful to them.)

I will use the knowledge that they have been covering this material since the
beginning of the year to help them become more fluent in the content. I will be
using a data record sheet to track comments and strategies that the students use
during the different centers to guide my discussion after the centers are over. I will
ask a student to explain to me how they would solve an addition or subtraction
problem using both the standard algorithm and also using estimation or mental
math. I would then ask the students to explain how they would solve a
multiplication problem using the standard algorithm and then partial product or
the box method. I will then ask them to do the same thing for division using the
standard algorithm, partial quotient, repeated subtraction, or equal grouping. I
want to see what strategies that the students come up with to use and then with
the teachers permission I will provide them with other ways that can help them
solve the problem. After discussing each type of problem and the different
strategies I will ask the students if they can tell me what is similar and different
about each of the strategies to help them make the connection that even though
we can solve the problem in different ways we can come up with the same
answer.
H. DIFFERENTIATION
Describe how you plan to meet the needs of all students in your classroom with
varied interests and readiness levels by completing ONE of the six boxes below for
each day. You may choose the same box for each day. Use the learning
progressions to support your decisions. Include a specific differentiation plan for
each day.
This connects to your During Phase Actions: providing support and extensions.

Content

Process

Interest

Readiness

The students will be

arranged into groups
with students from all
fluency levels of
mathematics grouped
together so that a
student that has a
stronger understanding

Product

can help students who

may be having trouble
comprehending or
using strategies to
solve the problems.
They may just need to
work on basic fact
recall and building
their fluency.

I.

WHAT COULD GO WRONG WITH THESE LESSONS AND WHAT WILL YOU DO ABOUT IT?
Think about this specifically for THESE lesson plans. This CANNOT include fire drills,
interruptions due to announcements, weather, or other emergencies.
I may forget to take the decks of cards with me to school on this day and if that
happens I will have the students create addition, subtraction, multiplication and
division problems and ask each other the problems. I will also create some problems
and place them at each center and have the students answer these problems as
well. The students may not understand different strategies that can be used to solve
the problems. I will have examples of the problems worked out using the various
strategies in case the want to see how to use them.

Data Recording Sheet

Dont
Get
Zapped

Ping
Pong Addition/Subtraction Multiplication
Muffin
Review (Playing
Dominoes
Tin
Cards)
War
Math

Jeopardy