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Video Lesson Plan #2 (Lesson #6)

Teacher Name: Nicole Creedon School: Mansfield Elementary School

Subject: Mathematics Grade: 3 Date: November 4, 2016
Class Size: Nineteen Unit: Chapter 7: Division Facts and Strategies Lesson Topic: 7.7 Divide by 7
Instruction: Direct Instruction

Lesson Plan Detail Description


Academic Performance 3.0A.C.7 Fluently multiply and divide within 100, using strategies such as the
State Standard(s): relationship between multiplication and division or properties of operations.

Instructional Objective: Students will be able to apply the strategies of division to divide a dividend by 7.

Evaluation of Student Formative Assessment:

Quick Check problems pg. 404 #3 and 7. If students are able to answer these
questions on their own they are understanding the lesson and are able to move
Throughout the lesson students will be asked to place their hands on their
head or shoulders to indicate what they think the answer to a problem is.
During Centers, the students will complete an Exit Ticket. This Exit Ticket
will have a word problem requiring students to use what they know about
dividing by 7 to solve it. Students work on these exit tickets will influence
future instruction.

Technology & Materials Teacher:

for student and teacher
E-Book Student Version: p. 403-406

Smart Board


Workbook pages 403-406

Computer for each student (with Wifi access)


Exit Ticket (copies for all students.)

Teaching methods and Direct Instruction- new idea and concepts being taught. Demonstrating to students
Instructional Strategies: the different methods they can use to divide by 7.

Guided Practice/Modeling- Modeling thinking and analysis of word problems. Work

with students on solving the problem with their prior knowledge in multiplication and
how it is related to division.
Lesson Plan Detail Description

Develop core and What strategies can you use to divide by 7?

essential questions:

Critical Vocabulary:
Inverse Operations: Opposite operations

Context for learning: The lesson will be taught with whole class, direct instruction. The concept of dividng
is still new to the students and the methods to do so will be demonstrated for
Organization of Students students.
(e.g., whole class, small
ability group, etc.) Students have time to work independently to practice problems and with the teacher
in small groups.

Other Lesson

Introduction To begin the lesson I will ask students how multiplication and division are related.
Then I will ask if any one can remember the big math word for opposite, which is
inverse. I will then explain to students that we are going to continue to use inverse
operations to help us divide by 7.

Teaching Procedures: Modeling/Instruction/Guided Practice: Next, I will show students several methods
they can use to help them divide by 7. The first I will explain is by making an array.
We will practice using an array to divide by 7 by solving a word problem together as
a class. The second method I will show them is how to use a related multiplication
fact. I will call on a student to help me solve an example problem. The third method I
will show them is making equal groups with a picture to help them divide by 7. We
will do two more examples of each method as a class.

Independent Practice: Then, I will have students break up into three centers. I
will explain the centers to each student and make sure the directions are clear.

The first center is a page fo practice problems form their workbook. Students will
have to complete four word problems on their own at this center. The work will be
collected for review.

The second center is a computer center where students will once again be allowed to
go on to play any of the multiplication games. Students may
not go to this center until they have completed the first center.

The third center will be a problem-solving center, with me. I will work in a small
group of 6-7 students to solve at least two word problems requiring the students to
divide by 7. I will call the students to the back table to work on these problems with
Lesson Plan Detail Description


Closure There will be an exit ticket for the student to complete on their own after they have
completed a center with me.

Scaffolding Schedule Students will have time to work on problems using new methods as a whole class,
then independently, and then in small groups.

Error correction and Looking at other students mistakes and working through how to correct the mistake
feedback procedures and why it is wrong during centers in small group.

Have students explain their thinking when they answer questions correctly and
incorrectly. This will show error in thinking and or highlight what concepts they fully

Accommodations/ When students are pulled to the back table to work on problem solving, the groups
Modifications are leveled. This ensures that the group does not move too slowly or quickly for an

Enhancement/ For students who are advancing, they will be asked to try some of the problem
Enrichment Activities: solving problems on their own out of their work book.

References and Go Math! Chapter 7, Section 7.7, p. 403-406 student workbook and teacher guide