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# UTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT
LESSON PLAN FORMAT

Teacher Candidate:
Cooperating Teacher:
Group Size:

18

Haley Carbone
Mrs. Fidler
Allotted Time

Date:

2/4/16

Coop. Initials

4th

Subject or Topic: Repeated Subtraction

STANDARD:
Standard - CC.2.2.3.A.1
Represent and solve problems involving multiplication and division.
I. Performance Objectives (Learning Outcomes):
The fourth grade students will demonstrate their understanding of repeated subtraction
for division by completing an exit slip.
II. Instructional Materials
A. Divide and Ride by Stuart J. Murphy
B. enVision Math
C. Workbooks
D. Smartboard
E. Whiteboards
III. Subject Matter/Content
A. Prerequisite skills
1. Division
B. Key Vocabulary
1. Repeated subtraction
C. Big Idea
1. Dividing by 1-Digit Divisors
D. Content
1. Dividing through repeated subtraction
IV. Implementation
A. Introduction
1. Gather students into whole group instruction.

2. Present students with the book, Divide and Ride by Stuart J. Murphy,
explaining that this story has great tips that will help us work
towards getting to 2-digit by 1-digit division.
3. After the story, discuss with the students about what they have
4. Explain to the students that they will be learning another way to
divide numbers while using different objects.
B. Development
1. After the discussion, pull up the Envisions video on the Smartboard
and go through the introduction to repeated subtraction with
division.
2. Reteach the method that the students were using the previous day
using the counters as a model to show the students the relation
between the problem on the board and the problem within the
counters.
3. As the word problem is presented on the board, discuss with the
students what they previously know from the lesson before.
4. Relate this information into completing the problem presented.
5. Make sure to stop and ask students questions about how they know
what to during the problem.
6. Ask the students how they would approach the problem before
explaining how to tackle repeated subtraction.
7. How many postcards that they are going to be able to send?
8. Explain to the students that they are going to be practicing repeated
subtraction without using objects.
9. Explain to the students that they can draw pictures to help them
understand the problems if they are having trouble.
10. Divide the students into three groups and present each group with
counters and specific problems to work on.
11. Pass out whiteboards to each group for students to work with.
12. Start off by modeling the counters with the students in the groups
then have the students start manipulating their own counters.
13. After using the counters for practice, have the students use the
information they have learned to present repeated subtraction on
their whiteboards.
14. Go through the problems with the students and slowly let the
students begin to solve the problems on their own.
15. After going through the problems together and on their own, have
the students explain how they completed the repeated subtraction for
division.
16. Have the students come back into a whole group and explain that
their exit slip will be completing the five problems in their
workbooks.
17. Explain to the students that they will need to show their work.

18. After the formative assessment, present the book Divide and Ride
once again.
19. Tell the students, “While I’m re-reading, I want you to try to use the
methods you learned in today’s lesson to solve the problems
presented in this book.”
20. While reading, stop and have a discussion with the students about
the problems and how they are solving them.

C. Closure
1. Have the students gather into whole group once again and have the
students discuss how they felt using the manipulatives while working
on division.
2. Explain to the students that tomorrow they will be working on
division as sharing.
D. Accommodations/Differentiation
1. For students who are struggling with understanding the concept of
repeated subtraction, they will be able to draw pictures or use
counters during this lesson.
E. Assessment/Evaluation Plan
1. Formative – Re-teaching 10.2 in workbooks
2. Summative – no summative in this lesson

V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives
During this lesson, the students struggled with moving from the manipulatives to
the procedure of writing out the repeated subtraction. I found it helpful for the
students to draw out the manipulatives on their whiteboards which game them a
great visual to use and it seemed to keep more of the students on track during the
lesson. Division is a difficult skill to learn, especially when the students are stuck
on the multiplication facts. That is one of the biggest problems that I have seen
with the students so far. Overall, 80% of the students were able to complete the
exit slip with an acceptable rate, which was getting 5 out of the 5 questions
correct on their formative assessment.
For the students struggling with going from manipulatives to the written form, I
plan on practicing with them to draw pictures at this stage in the division. These
students who are struggling need the visual aid to help them see how the problem
is mapped out. I hope that as we practice more with these topics that the students
will be able to move away from the drawings, but for now it is a great thing to
see.

B. Personal Reflection
How would you change this lesson?
One way I would change this lesson would be demonstrating to the students how to draw
out the manipulatives. When we broke up into groups, I noticed that the students had
started to draw out the counters on their papers to figure out their problems. In the next
lesson, I plan on reviewing ways for the students to draw out the information in the
problem to help with repeated subtraction. I believe that this will help the students gain a
better understanding on the information that they are given in the problems.
Was the information presented in a clear way?
I believe that the information in this lesson was presented in a clear way. The students
were practicing more of repeated subtraction, which was a skill they were beginning to
learn in the previous lesson. The information could be presented at a slower pace for the
students to stay at pace together, although there are students who are flying through this
material and want the more challenging problems. For these students, I have been having
them help struggling students to have them practice their skills.

VI. Resources
Murphy, S. J., & Ulrich, G. (1997). Divide and ride. New York, NY: HarperCollins.