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# Lesson Planning Form for Accessible Instruction Calvin College Education Program

Date

12/2/15

## Subject/ Topic/ Theme

Interpreting Remainders

I. Objectives
How does this lesson connect to the unit plan? The students are beginning their journey towards long division after having completed a
multiples unit. The lessons to follow are a continuation in bridging the gap between multiples/multiplication and division. The lesson preceding this is
Investigating Remainders. In this lesson they will expand on the concept of remainders by investigating the three different types of remainders.
cognitiveR U Ap An E C*

## Learners will be able to:

Determine which numbers are needed in order to solve real-world problems using drawings and counters.
Write real-world problems with partners involving the concepts from this lesson and apply those concepts in
their Party Problems Packet.
Determine which numbers in a story problem are the divisor and dividend and correctly construct
equations/answers that coincide with the divisors and dividends.
Compare Round Up, Round Down, and Fraction remainders, and know how to identify, solve, and
create problems using each of these remainders.
Appreciate the concept of tricky real-world situations being applied to math.

physical
development

UApC
UAp
UApAnC

socioemotional

Common Core standards (or GLCEs if not available in Common Core) addressed:
4.OA.A.3
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

## II. Before you start

Identify prerequisite
knowledge and skills.

Multiplication Facts
Remainders
Dividends and Divisors
Fair Share Method
Pre-assessment (for learning): The students took a pre-assessment in October so I could gage how much
they knew about division and remainders.
Formative (for learning): Checking whiteboard answers to see how the students compare as a whole,
and where they are at in comparison to where they need to be before doing their homework.

Formative (as learning): Students can compare their whiteboard answers to the answers at the front of
the class. They can also compare their answers within their pairs or small groups.
Summative (of learning): Homework will be collected the following day and Party Problems

Outline assessment
activities
(applicable to this lesson)

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lesson present?

## Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible

## Provide Multiple Means of

Action and Expression
Provide options for physical actionincrease options for interaction

## Remainders are confusing

enough as it is, but once
you try to make fractions
out of remainders, or round
up to the nearest whole
number, students could
very easily feel incapable
and incompetent.

## Students will be using counters,

white boards, drawings, and the
visual representation of
brownies to offer a variety of
means to understand the
concept of real world
remainders.

## The students will be playing a

game with a partner to begin
class. Also, the students will
work in a small group on the
Party Problems Packet and use
drawings and counters to aid in
their understanding.

## Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

## Provide options for expression and

communication- increase medium
of expression

## What will it take

neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
The students will have to
work well with one another,
especially if their partner
isnt an active participant.
They will have to stay on
task, as we will wait for
every student to raise their
whiteboard. Also, writing
accurate story problems is
very difficult for them to do.
On most of their math
assignments they have to
write out their own
problems, but often times
they dont use the correct
form or wording, or they
leave out a lot of
information/steps.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
use?

be set up for this lesson?

## Reviewing the difference

between dividends and divisors,
as well as the two different types
of division signs.

## Provide options for comprehensionactivate, apply & highlight

or on the answer sheets in the
Remainders Wanted game.
Also using drawings and
counters to supplement their
learning. At the end of the
lesson we will highlight the
homework together to bring out
key concepts to make sure the
questions.

## White boards, counters,

brownies, drawings, and word
problems.

## Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
The students can choose not to
draw or use counters if they
think they can solve the problem
mentally. They will be able to
choose their Remainders
Wanted partners.

## Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback
The students will be working in
pairs or groups for the majority
of this lesson, which allows
students to give each other
feedback.

## Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

## Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

## Encourage students to use

counters or drawings if they are
having difficulty dividing in their

## The students are able to

If they want to try doing the
problems mentally first, they can
check their ability to divide by
using counters.

Remainders Wanted game, 13 dice, Party Problems Packets, counters, scratch paper,
Lesson 4.3 from math book, Journey to Long Division page 3, Elmo, projector, computer,
whiteboards, markers, math books, pencils, pan of brownies, plastic knife, plates, and
spatula.

Each student will have a whiteboard, marker, set of counters, Remainders Wanted packet, 1
die (per two students), scratch paper, 1 Party Problems Packet, math book, and pencil on
their desk.

Time
15
min

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Components

Motivation
(opening/
introduction/
engagement)

## Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
-Play Remainders Wanted with a partner
-Writing problems out on scratch sheet of
using counters to review the concept of
paper while playing against a partner.
remainders.

15
min

30
min

Development
(the largest
component or
main body of
the lesson)

## -Write answers on white boards

-Use counters as needed in order to help
visualize the problem

## -PROJECT: I have created a packet of

problems focused on various real-world
examples. Questions will involve the
remainders as fractions, remainders not
included, and remainders bumping the answer
to the next whole number to resemble realworld situations. Students will turn in packets
at the end of math and they will be graded.

## -Students will work in groups of 2 or 3 on the

packet during class.
-When finished with the packet, the students
can begin on their homework.

## -Turn to page 4 of Journey to Long Division-review concepts of interpreting remainders

and have students write a story problem with
their partner (they can use one of their story
problems from the Party Problems Packet).

5 min

5 min

## -Walk through the two practice problem pages

as a class using counters and white boards to
aid in the learning process.
-After having gone through a few of the
practice problems we will do an actual real
world example in class from the Party
Problems Packet.
-Divide students into groups of 2 or 3

Closure
(conclusion,
culmination,
wrap-up)

## -Highlight words and phrases in their

homework.
-Brownie Problem: I have a tray of 30
brownies here. Everyone in this room needs to
receive a brownie. What equation do we need
to perform? And what will the remainder be?
Solve with the person next to you, write your
answer on a scratch piece of paper, and come
up to me with both your Party Problems
-Collect packet at this time
-Students may work on homework if time
allows.

## -Work with partner to answer Brownie

Problem. Once they have an answer, bring me
their Party Problems Packets and their
-If time allows, the students can work on their
homework assignment.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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This lesson didnt go perfectly as I had foreseen. There is so much content that is so foreign to the students that they are
overwhelmed by all of the information intake. If I were in full control of the classroom and curriculum, I would have
removed fraction remainders entirely from this lesson. The students dont really have a grasp for what fractions are and how
they are formed, so this should be its own lesson and ideally it would occur later in the unit when they have a better grasp of
long division. I think that if only rounding up and rounding down were taught, the students would have felt much more
comfortable with the content. However, I was reminded that this was not a mastery lesson; this was an introductory
lesson. The students were saying that they didnt understand the information and that it was hard; however, when I walked
around the room, they were getting it. Even the students who typically struggle in math had the right answers in their
packets. In retrospect, I know that the students would have felt more confident if I had simplified the concepts even more and
had fleshed out all of the details to every practice problem before the lesson. I drew a visual aid incorrectly up front, and that
threw me off, which then threw the students off because I was flustered. Overall, the students did well and made comments
about how they enjoyed math and understood it even though it was hard; however, I would remove fraction remainders from
the lesson to pair down on the amount of informational intake for the students.

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