Nicole Rede

Purple Heart Elementary School

UTEP Intern
10/24/16
Subject/Grade level: Math / 4th grade
Lesson title or topic: Division with Remainders
Estimated length of lesson: 45 minutes - 1 hour
TEKS Standards: 111.16 (8) Geometry and measurement. The student applies mathematical
process standards to select appropriate customary and metric units, strategies, and tools to solve
problems involving measurement. The student is expected to: (C) solve problems that deal with
measurements of length, intervals of time, liquid volumes, mass, and money using addition,
subtraction, multiplication, or division as appropriate.
Learning Objective(s): Students will activate prior knowledge on division by playing
Trashketball. Then the teacher will show the steps of how to divide with remainders. Students
will then use their Expo markers to write a problem on their desk and work together as a group to
solve it. Teacher will check the answer with the students, while playing Stinky Feet. Students
will then know how to divide with remainders.
Grouping: Students will be grouped based on the tables they already sit at.
Materials:

Trashcans
Ping-Pong balls
Expo markers
Different Manipulatives
Halloween bucket
Word Problems
Toy with answer
Index cards

Resources:
https://www.voki.com/site/myVoki
https://www.pinterest.com/pin/332703491206689906/
http://www.homeschoolmath.net/worksheets/grade4/PDFs/Division_Remainders_
Divisors_6to9.pdf
Mrs. Nancy Riveras division method.
https://www.pinterest.com/pin/332703491206714573/
https://www.pinterest.com/pin/332703491206054983/
https://www.youtube.com/watch?v=IaVIiNnVhZk
Target (for toys and bucket)

Vocabulary:
Dividend - total amount you want to divide up. (In the house.)
Divisor - number you divide by. (Neighbor knocking)

Nicole Rede
Purple Heart Elementary School
UTEP Intern
10/24/16
Quotient - the answer after you divide. (Party on the roof.)
Connections to Other Subjects: Due to this grade level being departmentalized, I will also
integrate writing into my lesson. By integrating this subject, I will have students write notes in
their ISNs.
Gradual Release of Responsibility:
I do: I will demonstrate what is expected of the students during
their assignment. I will present one division problem to the class and instruct them
of the steps.
We do: We as a class will go over what is expected and what the
assignment is. We as a class will breakdown the steps of the division problem and
go over the answers together.
You do: The students will be responsible in completing the math
problem together as a table.
Intervention/Differentiation: Typed up notes and table points for participation.
Assessment: Students will do the 3-2-1 strategy to help both them and the teacher understand
what areas need improvement.