Standards-Aligned Lesson Plan Template

Subject(s): Mathematics Grade: Third

Teacher(s): Christy Clarke School: Davis Magnet School Date:25 October 2016
Part I GOALS AND STANDARDS
1. Common Core Learning Standard(s) Addressed:
3.0A.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 divided by 8 as the number of objects in
each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are
partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a
number of groups can be expressed as 56 divided by 8.
Math Practice: 1. Make sense of problems and persevere in solving them.

2. State Content Standard Addressed (History/Social Science, Science, Physical Education, Visual and
Performing Arts):
3. ELD Standard Addressed: (include Part I, II; Communicative Modes A. Collaborative, B. Interpretive, C.
Productive; and Proficiency Level addressing Emerging, Expanding, Bridging)
ELD.3.PI.1.Br. Exchanging information and ideas: Contribute to class, group, and partner discussions, including
sustained dialogue, by following turn-taking rules, asking relevant questions, affirming others, adding relevant
information, building on responses, and providing useful feedback.

4. Learning Objective: (What will students know & be able to do as a result

of this lesson?)

Students will be able to illustrate that the concept of division is sharing

equal amounts. (Blooms Taxonomy: Applying)

STUDENT-FRIENDLY
TRANSLATION

I will be able to illustrate division

as sharing equal amounts.
5. Relevance/Rationale: (Why are the outcomes of this lesson important in
the real world? Why are these outcomes essential for future learning?)

Division is a foundational math skill in which students need to be able

to move forward in mathematics. Learning division as sharing will help
to reinforce multiplication concepts as well as serve as a building block
for more advanced concepts and lessons.

STUDENT-FRIENDLY
TRANSLATION
I will learn division to help
reinforce multiplication concepts
and because it is important as a
foundational math skill for more
advanced math concepts.

6. Essential Questions:
How can we use division as sharing in our everyday lives?
Why is division important?

Part II STUDENTS INFORMATION

a. Class Information:

a. Total number - 26 students; 15 boys and 11 girls

b. English Learners/Standard English Learners - 3 students are identified as being English
Language Learners.
c. Students with Special Needs There are two students that are listed as Special Ed and have IEPs.
One of those students IEPs is specifically for speech while the other is unknown to me. There are three
students with diagnosed ADHD and one with ADD. All of which are listed as being medicated however, for all

of those students, a large percentage (as it has been documented), they show up unmedicated. There are two
students in the classroom that wear glasses, one of which is documented in student records, one of which is
not. The student whose vision impairment is not documented is also the one with ADD.
d. Academic language abilities, content knowledge and skills in content area - According to
ASCD's "Developmental Characteristics of Children and Youth", children in this age group may vary greatly
from others in reading abilities and language skills, they are able to use language to exchange ideas; much
time is spent in talk and discussion. They are beginning to use more abstract words. Slang and profanity is
common.
e. Linguistic background There are three students that speak a language other than English at
home. One student speaks Spanish, one student speaks Japanese, and one student speaks Mandarin. The rest
of the class is English only.
f. Cultural background (home/family) - Most students are caucasian, one student is Japanese, one
student is Chinese
g. Health considerations (if any) One student has celiac and cannot have wheat or rye. Another
student has history of reflux as a baby, while yet another student has an allergy to all medications in the
penicillin family. Two students have seasonal/environmental allergies and another student has an omnicef
(medication) allergy as well as anxiety.
h. Physical development factors that may influence instruction in this academic content
area According to ASCD's "Developmental Characteristics of Children and Youth", physical skills are gaining
more importance in influencing status and self-concept. Girls are ahead of boys in physical development;
taller, stronger, more skillful in small muscle coordination. High energy level-opportunities for physical activity
to continue to be important. Girls begin adolescent growth spurt towards end of this period. Quiescent growth

period for boys. They are able to take responsibility for personal hygiene.
i. Social development factors that may influence instruction in this academic content area
According to ASCD's "Developmental Characteristics of Children and Youth", caregivers guidance and support
are a major influence upon achievement, caregiver commitment and involvement play an important role in
expansion of interests and activities outside the home, caregivers assist child in assuming personal and social
responsibility. They are overly concerned with peer imposed rules, which may be shifting, peers share sexual
information and misinformation, competition more common, with considerable boasting. Gender differences
in interests pronounced. Antagonism between boys and girls leads to frequent quarrels. Cliques of same sex
are well formed. Extreme energy expenditure in physical game playing, particularly with peers and same sex,
both boys and girls become in hobbies, intensification of peer group influence. Heightened competitiveness in
school activities may lead to difficulty in handling failure experiences. Continuing need for teacher approval
and affection and increasingly able and interested in assuming responsibilities.
j. Emotional development factors that may influence instruction in this academic content
area According to ASCD's "Developmental Characteristics of Children and Youth", they react to feelings of
others positively and negatively, they are sensitive to criticism and ridicule and they seek a warm, friendly
relationship with adults. Their worries are more evident and they revolve around self-esteem and threats to
security such as loss of a caregiver or family finances.
k. Interests/Aspirations (relevant to this academic area) - The students, especially the boys, are
interested in sports such as soccer, football, and baseball. Many of them play those sports on the same team
as each other. Most of the students enjoy reading. The girls tend to choose books about animals. All the
students love the class hamster (Humphrey) and love reading the books about a hamster with the same

name. Several girls in the class want to be fashion designers, a couple of the boys would like to be athletes.
A couple students want to be teachers and the rest of the classes future career ideas are very spread out.
Generally, most of the students struggle with math concepts and are therefore not interested in math.
7. Anticipated Difficulties (Based on the information above, what difficulties do you think students may have with
the content? Please specify anticipated difficulties for English Learners, Standard English Learners, and/or students with
special needs. )):

My ADHD/ADD students may have difficulty with keeping focus as well as refraining from shouting out answers. My
English Learners and the student in speech therapy may struggle with the language involved in the math lesson.

Part III - LESSON ADAPTATIONS

8. Modifications/Accommodations (What specific modifications/accommodations are you going to make based
on the anticipated difficulties? Ex:) Please specify modifications/accommodations for English Learners, Standard English
Learners, and/or students with special needs. )

I can help ADHD/ADD students stay engaged by keeping the lesson moving and providing students with challenge
questions if they are getting bored with the questions they have. I will use the teachers sticks to randomly call on
students to answer questions or parts of questions. I will also incorporate a variety of activities including whiteboard
work and group work to make sure all students are engaged and learning.
For my EL students and student in speech therapy, I will explain the review the language at the beginning of the lesson
to help remind all students as well as the ELs of the words that are important to remember. I will also be sure to
scaffold the language by including the vocabulary with a brief definition in the powerpoint as we look for different parts
of the equation.

9. 21st Century Skills Circle all that are applicable

Communication

Collaboration

Creativity

Critical Thinking

Describe how the 21st century skill(s) you have circled will be observed during the lesson:
Communication: Students must communicate with each other as they check their work in the smartboard
sorting activity.
Collaboration: Students will collaborate with a buddy to figure out the correct answer if their smartboard
problem is wrong.

10.

Technology - How will you incorporate technology into your lesson?

I will use the document camera and projector to show students problems. I will also use the smartboard for a sorting
activity in which students will be able to put a predetermined number of bats and ants into groups with equal
amounts.

Part IV - ASSESSMENT OF STUDENT LEARNING

11.

Assessment Criteria for Success: (How will you & your students know if they have successfully met the

outcomes? What specific criteria will be met in a successful product/process? What does success on this lessons outcomes
look like?) WEBBS DOK

a. Formative:

The students will identify parts of the division problem on their whiteboards as well as solve a couple
practice problems on their whiteboards then raise them for me to see. If students answers are incorrect I

will tell them to try again and remind them what they are looking for. (Webbs DOK: Identify- Level 1 Recall)

b. Summative (if applicable):

The summative assessment will be a short 5 question quiz at the very end of the lesson in which they will
identify the divisor and dividend in a problem, be able to label both parts, and solve a division problem
through sharing. (Webbs DOK: Show- Level 2 Skill/Concept) https://docs.google.com/document/d/1uEiV8S4RwqYuSOYQ4GSXjNPfZcXAn0EGC4Et4Z61tk/edit?usp=sharing

c. (Attach rubric here, if applicable):

2
Identifying parts of an equation- Student can identify the number that tells
Divisor
us how many groups (divisor) in a given
problem.

1
Student cannot identify the number
that tells us how many groups (divisor)
in a given problem.

Vocabulary- Divisor

Student can label the number that tells us

how many groups as the divisor in a
given problem.

Student cannot label the number that

tells us how many groups (divisor) in a
given problem.

Identifying parts of an equationDividend

Student can identify the number that is

being shared (dividend) in a given
problem.

Student cannot identify the number

that is being shared (dividend) in a
given problem.

Vocabulary- Dividend

Student can label the number that is

being shared as the dividend in a given
problem.

Student cannot label the number that

is being shared (dividend) in a given
problem.

Solving a division problem by

sharing

Student created the appropriate number

of groups based on the divisor and

Student did not create the appropriate

number of groups based on the divisor

distributed the dividend equally into each

group.

and/or did not distribute the dividend

equally into each group.

Part V - INSTRUCTIONAL PROCEDURE

12.

Instructional Method: Circle one Direct Instruction

Inquiry

Cooperative Learning

13.

Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)

Document camera
Projector
Mini whiteboards (one per student)
dry erase markers (one per student)
bat manipulatives
Powerpoint: (https://docs.google.com/presentation/d/1lLCB6R-7QdovtFcYrkUiZlkjnXC2IW7XbBGQrfSbZhI/edit?
usp=sharing)
Division Words poster:(https://docs.google.com/presentation/d/1GSEFwkbVf0CcW3qDI4SHYxp9a1j9RenSmYL3J7heCg/edit?usp=sharing)

14.
Procedure (Include estimated times. Please write a detailed procedure, including
questions that you are planning to ask.):
OPEN:

Anticipatory Set:
(5-10 minutes) I will begin by introducing the lesson topic, I will have the Division Words graphic
(https://docs.google.com/presentation/d/1GSEFwkbVf0CcW3qDI4SHYxp9a1j9RenSmYL3J7heC-g/edit?usp=sharing )
projected on the smartboard as an anticipatory introduction before we actually begin.
Objective and Purpose:
Next I will read the students the objective which will be written on the board. After reading the objective to the
students I will have them read the objective out loud as a class.
Input
After we finish reading the objective we will move on to the Division words graphic and discuss what each part of the
division equation is. For example, in the problem 24 8 = 3, the 8 is divisor and that tells us how many groups we are
going to have. The 24 is the dividend and it tells us how many we are sharing equally among the groups. The 3 is the
quotient or the answer which tells us how many will be in each group.

BODY:

(35-40 minutes)
Modeling:
I will begin the lesson by showing the students a new problem and identifying every part of the equation.

Check for understanding:

I will call on random students using their sticks and have them identify one part of the equation- starting with divisor,
then dividend, and lastly the quotient. After a couple problems I will ask students to give me a thumbs up if they are
ready to move on or a thumbs down if they need me to go over it again.

Guided Practice:
Students will get out their whiteboards and dry erase markers. We will begin our identifying activity in which students
will write what I am looking for on their whiteboard. I will project the powerpoint into the smartboard and go through
the first thirteen problems which presents an equation and asks them to identify just one part (dividend, divisor, or
quotient). (https://docs.google.com/presentation/d/1lLCB6R-7QdovtFcYrkUiZlkjnXC2IW7XbBGQrfSbZhI/edit?
usp=sharing) After the students practice identifying the parts of the equation and the role they play we will move on to
actually solving division problems by sharing.
Modeling:
Next, we will begin solving division equations through sharing. I will demonstrate how to solve by sharing in three
example problems, having the students help me identify the parts of the equation I am looking for, In the equation 30
divided by 2, how many groups will I have? What is our divisor? We will have two groups, what number am I sharing
equally among those two groups?
Check for understanding:
At the end of each problem I will ask students for a thumbs up if they are good to go or thumbs down if they need it
explained again. Once we have reached the end of the third problem I will tell students that they will get to try it for
themselves.
Guided Practice:
Students will be given 5 more problems to solve by themselves, we will go through them one by one as a class on our
whiteboards. I will project one problem at a time onto the smartboard and have the students solve the problem by first
identifying the number that tells us how many groups (divisor) and creating those groups and then sharing the
dividend equally among those groups. Students will raise up whiteboards for me to be able to check them. If a student
gets it wrong I will ask them to try again and help them process it step by step, asking them to look for how many

groups they need and then distributing the number they are sharing. When all the students are done I will draw a stick
and have that student come up to the whiteboard to demonstrate the problem for the class. While that student is
working I will encourage the class to check our demonstrators work. When the student has finished the problem I will
ask the class if the problem is correct. If it is not we will rework it together to make sure the student knows what they
did wrong and knows how to fix it.
Independent Practice:
Students will put whiteboards away and turn their desks so they face into their table group. I will inform students that
for this next activity they will be using bats to demonstrate division as sharing. I will use the bats to model for them
how they will do the given problems. I will tell the class that when their group is done they will give me a thumbs up to
signal that they are ready to move on. When I am done modeling I will pass out the ziplock bags of bats then project a
new problem onto the smartboard for them to solve by sharing the bats. I will have seven problems for them to do
depending on time and abilities to work in the table groups. Every time we finish a problem I will ask each group what
they got, if each group agrees they will move onto the next problem, if each group does not agree on an answer we
will work through it together.

CLOSE:

Closure:
(5-10 minutes)
After dividing with our bat manipulatives the students will take a short five question quiz (found in the summative
assessment section) in which they will demonstrate their understanding of the divisor and the role it plays, the
dividend and the role it plays, and how to solve a division problem by sharing. As students turn their quizzes in right
before lining up for lunch they will give a thumbs up if they feel like they really know whats going on or thumbs down
if they could use some more help because they are a little lost.

Part VI - REFLECTION
1. Please include your rubric data here.

23 out of 23 students were able to correctly identify the number in a division problem that told them how many
groups (divisor). Only 21 or those 23 were able to correctly label that number as the divisor. 18 out of 23
students were able to correctly identify the number in which was being shared (dividend) in the given problem.
Only 15 out of 23 were able to correctly label that number as the dividend. 16 out of 23 were able to correctly
solve the given problem by creating the right about of groups and correctly equally distributing the dividend
among those groups.

2. Were the students successful at achieving the lesson objective?

a) If so, provide student evidence (Include 5 samples low, medium, high, EL, & Student with Special
Needs).
70% of students were able to solve the given problem by sharing- this included being able to make the right
about of groups and distribute the dividend equally among those groups. During the formative assessment it
really seemed like almost every single student was getting the concept however when it came to the
summative assessment it looked like some of them may have been really hasty in completing it and making
sure to read the directions. I was careful to use the same language on the quiz as I did during class to help
them be able to understand it. Based on the two assessments combined, I can tell which students need more
time on the topic and which students were probably just trying to rush so they could line up for lunch.

b) If not, why do you think they were not able to achieve the lesson objective? What are your next
steps?

3. What instructional strategies did you use to help students achieve the lesson objective?
Breaking the problem down by identifying the different parts before we even learned how to solve was helpful to
a lot of students who typically struggle with math. The students get overwhelmed easily by math so I think it

benefitted them to be able to spend time just identifying the parts of the equation before applying the
knowledge. One student in particular who consistently needs extra math help was able to answer all the
questions on the quiz correctly. For her, the repetition of identifying the parts contributed to her overall
understanding of what she was doing. Having the students work out the problems on their individual
whiteboards made it more engaging than just doing the problems in their math workbook and having a student
demonstrate the problem for the class on the board at the front of the room gave the rest of the class an
opportunity of reflection where they could use their knowledge of the problem to be able to check, correct, and
help their classmate if necessary. Our final activity before the summative assessment was working with some
little paper bats as manipulatives for dividing. At the start of the first problem with the bats, even after all their
practice, many of the students were kind of confused by what they were supposed to do. Allowing them the time
to work through the problem and see how it looks to group real life objects helped some of them make
connections and reinforce the division as sharing concept.

4. What would you change about the lesson and why?

I think it would have been beneficial to the students if there were less people in each group for the group activity.
The students have not spent a lot of time working in groups and therefore it got a bit messy and students started
arguing so I stopped the group work. If I could have done two people in each group rather than having just four
groups for the class each student could have a role- one creates the group and the other one distributes. Then
they switch off after every problem or even two problems. This would have enabled the students to have more
hands on practice with the bat manipulatives.

Classroom Lessons ONLY: After presenting your lesson in your BST classroom, please review and reflect on student
work related to this lesson. Make copies of student work for levels of high, middle, low, EL, and Student with Special
Needs, and write your comments on the copies.

Order of samples: low, high, middle, student with special needs, EL: