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Lesson Plan

Date: March 7 , 2017
Subject: Math Grade: 5
Topic: Essential Question (from unit, if applicable):
How do we use division in our everyday lives?

Work book of division questions

Stage 1- Desired Results you may use student friendly language

Broad Areas of Learning - please check the areas upon which you will focus (v.
touch upon)
Lifelong learners
Self and Community
Engaged Citizens
Cross Curricular Competencies
Developing Social Responsibility Developing Literacies
Use moral reasoning processes Construct knowledge related to various
Engage in communitarian thinking and literacies
dialogue Explore and interpret the world using
Take social action various literacies
Express understanding and
communicate meaning using various
Developing Identity/Interdependence Developing Thinking
Understand, value, and care for oneself Think and learn contextually
(intellectually, emotionally, physically, Think and learn creatively
spiritually) Think and learn critically
Understand, value, and care for others
Understand and value social,
economic, and environmental
interdependence and sustainability

What do they need to understand, know, and/or able to do?

Student needs to be able to divide. Student has already been taught the principles of division
with the whole class so the student already knows the basic ideas, however needs to be
reminded of how division works. Student will be able to understand how to apply real-life
scenarios to their division to make it more accessible for their learning.

Outcome(s) and Indicators:

N5.3- Demonstrate, with and without concrete materials, an understanding of division (3-digit
by 1-digit) and interpret remainders to solve problems. [C, CN, PS, R]
a Identify situations in ones life, family, or community in which division might be used and explain the reasoning.

a Model the division process as equal sharing or equal grouping using various models and record the resulting process

PGP Goals (and what evidence in the lesson will show that you have achieved the target?):
1.3 a commitment to social justice and the capacity to nurture an inclusive and equitable
environment for the empowerment of all learners: I accomplish this goal in this lesson by
avoiding a power struggle with the student about using a calculator. I allowed the student to
use the calculator because his teacher had previously allowed the class to use calculators in
class time. I knew that using a calculator would become a stress reliever for the student so
when he started to feel stuck, or look stuck I encouraged him to use his calculator to figure it

2.2 proficiency in the Language of Instruction; I accomplish this goal by using subject-area
terminology in the lesson. By offering different strategies for the student to arrive at the same
answer my language of instruction will help the student arrive at the desired outcome for the
assignment. By using the language of math, the student will understand what ideas I am
putting forth as they will be the same ideas that he has been used to hearing in class. This
requires me to be aware of the language and to use it in a clear and understandable way.

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help
determine next steps.

- Whether student can identify the next step for division questions after I ask them, what do
we do next?
- Whether student can create groups with drawings or manipulatives

Assessment OF Learning (summative) Assess the students after learning to evaluate what they
have learned.

- Whether student can successfully finish the worksheet.

Stage 3- Procedures:

Accommodations which students require Modifications how have you planned to

differentiation and what kind accommodate the students needs

Environment (the physical space of a school Grouping of desks

or classroom can be altered to support Like-minded peers may be seated by each other
enrichment or awareness of exceptionalities) Different levels of seating (desks, tables, cushions on
The lesson took place in the LRC while the Space between groups to allow for respect of
rest of the class was in the classroom students with mobility challenges
working on group projects. We went to the Students with anxiety or behavior challenges can be
LRC to find a quiet space where the student seated near the teacher or a student who has a
could talk about what they were learning to stabilizing influence on him/her
help them reason through the math Bulletin boards display student work and final
problems. products; not just teacher pre-made displays
Standing desks, kin balls, natural lighting
Class expectations displayed on the wall/bulletin
Agenda written on the board or little agendas pre-
made and taped to students desks: this can alleviate
anxiety and behavior problems and is a proven
technique for students with autism spectrum
Students with auditory challenges may need a sound
field system
Students with visual challenges may need to sit
closer to the boards; be aware of the size of font
being used in visuals

Process: how you are teaching and assessing What learning strategies are you using?
The RAFTS strategy is useful for giving clear
Ask the student if they have any idea what to expectations to students about an assignment:
do next? R- role, A- audience, F- format, T- topic, S- strong
What do you think we should do? verb
Have you used a pre-assessment to determine the
Create real life situations where the student students starting points?
would have to use these scenarios of
division. Have you done any interest inventories to determine
Say you have 4 friends but you have 20 what theyre interested in?
candies, how are you going to make sure If you tailor an activity around interests
everyone has the same amount of candies? and abilities, student engagement will be
or high and you usually wont have to worry
Using manipulatives to guide learning about behavior
We have 30 candies, how many groups of 5
Are you aware of your students learning
can we make? styles? Which students learn best through
visual, auditory or kinesthetic activities?
Allow student to use calculator if they choose Lecture style is not appropriate for
as the teacher also allows that in classroom, everyone, but neither is an entirely
but also have the student explain their holistic classroom if you have an ADD
answer. student who needs routine and clear
well how do you know that your friends will parameters.
each receive 5 candies? Give choices for activities, projects and products (ie:
habitats: right at the beginning of the unit, alert the
students what they will have to do by the end. They
can show their learning through making a poster, a
brochure or a model. The teacher would have to
ensure that each of those products have specific
criteria so that the students know exactly what is
Group students by strengths rather than weaknesses
Use formative assessment regularly to monitor
progress, rather than just summative at the end
Ensure that the accommodations/modifications
outlined in students education plans are being
implemented in the classroom: is there a student
who needs to do his/her tests one-one; is there a
student who has certain triggers and behavior
can escalate due to those triggers; is there a
student who is in advanced math and is allowed
to work on the computer on cyber modules
during math time.
Co-create criteria for assignments and products so
that the students are part of the assessment process
Implement a variety of formative and summative
assessment strategies/products
Allow students choice in how they show their
learning: draw, write, type

Content and curriculum Gifted: compacting, acceleration, peer grouping,

Student needs to be motivated to use Vary content: be aware of readiness,
division in their lives. Student is not keen on interests, motivational needs and learning
mathematics and has a hard time not styles (older students will be embarrassed if
shutting down with frustration. To motivate they have to read a book that is at their
the student to the content the student needs actual reading level; talk to the learning
to know why they might need to use this in assistance teacher or teacher librarian about
accessing a hi-lo book which is high interest,
real life.
low vocabulary)
Post outcomes and essential questions: Use inquiry
and student led questions to motivate students
Offer a variety of resources: digital and print
Respectful of the diversity in the classroom (including
gender, culture, identified needs)

Product If the students have been part of the co-creating of

criteria, they can also be part of the brainstorming of
Student will complete the worksheet that the appropriate products to meet the requirements of
teacher has given them. This type of the assignment
summative assessment lets the teacher Ensure that a variety of assessment tools have been
know whether or not the student is capable used so that it doesnt come down to one summative
of using division. end product for the bulk of the assessment
Ensure the student can use his/her
gifts/talents/learning style in final product
Do they have a choice in how they show their

Motivational/Anticipatory Set (introducing topic while engaging the students)

Ask the student if they know when they might need to use division in their everyday lives. Give
students examples of when they might need to use division. Maybe they might need division
when they are on the playground having to make teams, or when they buy candies and want to
share them with their friends, or even when they are wanting to share a pizza with a group of
friends. By using division, the student will know how many slices and pizzas will be needed to
feed those who are there.

Main Procedures/Strategies:
Ask the student to show you what they know.
Have student outline what they think the next step might be for the division problem.
Use manipulatives to have students create groups for division
- ok we have 16 candies, but only 4 people. How many candies can each person have? How
many groups of four can you make?
Use multiplication to have student understand division.
- have the student think about division using multiplication
- so we have 16 4, another way of thinking of this is 4 x ? = 16
- so we have 4 1, another way of thinking of this how 1 x ? = 4
*any number divided by 1 is the number, 0 divided by any number is 0 math rule
Closing of lesson:
Closing of the lesson is signified by the student successfully completing the work sheet.
Positive reinforcement of what the student knows by restating that now when they are at the
corner store and he goes to buy 20 candies with his 4 friends, they will each get 5 candies.
Making this connection will make the math that the student learnt relevant to his life and help
him to understand the purpose of why we use math in our every day lives.

Personal Reflection:

This lesson went really well. At first I was nervous about how to explain this simple math to this
particular grade 5 student. This boy was not a fan of math, and not a fan of being outside of the
classroom apart from his peers. When the teacher asked me to take him to the LRC to help him
with his division, I figured it would be a simple enough task for me to understand. Understanding
it was not the hard part; explaining how to do it was. I remembered that it was probably good if I
admitted to the student that sometimes I needed to be refreshed on how to do even simple
division like this as explaining it can sometimes be difficult so we would be learning together. I
dont know if that was the best think to admit to this kid that I maybe did not know what I was
doing because he perhaps did not trust that I could teach him how which made him frustrated.
However, when I started to make math make connections to his life he brought himself up out of
the I cant do math slump. I think I did a good job in offering a few different ways for him to
approach division questions and I allowed him to use his calculator for his multiplication tables
for an accomodation, which brought him a lot of anxiety and the teacher had allowed previously,
but mostly we relied on drawings, manipulatives, or our fingers to demonstrate grouping. The
student showed understanding by being able to successfully implement these practices to
complete the task. At the end of the mini lesson that I taught him he looked at me and said Ms.
A, I usually hate this stuff but its kind of fun. This was really eye opening to me because
throughout the time we spent in the LRC I did not let the student say that he couldnt figure it
out, or let him discourage himself by saying there was not point, or that it was too hard. By
encouraging a growth mindset the student was able to achieve for himself a new goal that he
had not been able to experience before. Math made sense, but not only that, math was fun. This
was a really good teaching experience and really quite eye opening for me as well.

*Adapted from Understanding by Design (McTighe and Wiggins, 1998)