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PROFESSIONAL SEMESTER PROGRAM

LESSON PLAN FORMAT

STANDARD:

multi-digit arithmetic.

A. The students will correctly answer four digit divided by one digit and three

digit divided by one digit division problems.

A. Movie theatre packet

B. Scoot cards

C. Scoot answer sheet

D. Assessment worksheet

A. Prerequisite Skills

1. Three digit divided by one digit division

2. Multiplication facts 0 through 9

3. Subtraction of three digit numbers

4. Word problem solving skills

5. Place value

B. Key Vocabulary

1. Quotient answer to a division

2. Divisor a number by which another number is to be divided

3. Dividend a number to be divided by another number

C. Big Idea

1. The students will divide a four or three digit number by a one-digit

number through the understanding of place value.

IV. Implementation

A. Introduction

1. The teacher will tell the class that today we will be talking about

long division.

2. The teacher will tell the students that they will be in charge of

operating a new movie theatre. You will even get to make a few of

the decisions as you build the theatre. You will also be in charge of

keeping track of data as your movie theatre opens and begins

showing movies. You will put your math skills to the test as you

work to gather information.

3. The teacher will begin by modeling a few of the problems that the

students will encounter while working on this project.

B. Development

1. The teacher will write this word problem on the board. You have

$232 to spend on t-shirts. Each t-shirt costs $4 each. How many

shirts can you purchase?

2. The teacher will ask the students what kind of operation the students

should use to set up this problem. The students should respond with

division.

3. The teacher will ask the students how they should set up the problem

to figure out the answer. When the students respond they should use

math talk. The students should say that the $232 is the dividend and

the $4 is the divisor.

4. The teacher will say that the students should first look in the

hundreds place.

5. The teacher will ask the students if you can divide the number two

by the number four. The students will respond with no.

6. The teacher will ask the students where should we look next so that

we can divide this problem. The students should respond with that

they look at the 23. The teacher will ask the students why they did

this.

7. The teacher will then ask how many times can four go into 23. The

students should respond with 5.

8. The teacher will ask the students what the next step will be. The

teacher will remind the students that they can look at the division

man if they need help. The students will respond with the next step

being multiplication.

9. The teacher will ask the students what they should multiply. The

students should say that they should multiply 4 times fifty to get 200.

The teacher will ask the students why they multiplied by fifty.

10. The teacher will ask the students what the next step is. The students

should respond with subtraction.

11. The teacher will ask what we should be subtracting and the students

should respond with we are subtracting 200 from 232. The teacher

will ask what the answer will be. The students should respond with

32.

12. The teacher will then ask what the next step would be. The students

should respond with division.

13. The teacher will ask the students what we should be dividing next.

The students should respond with we should be dividing 32 by 4.

The teacher will ask the students why they divided this number. The

teacher will ask what the students what the answer to this problem is.

The students should respond with eight.

14. The teacher will ask the students what they should do next. The

students will be prompted to reference the division man if necessary.

The students will respond with multiplication.

15. The teacher will ask the students what numbers they need to

multiple. The students will respond with 8 times 4. The teacher will

ask the students what the product of 8 times 4 is. The students will

respond with 32.

16. The teacher will ask the students where they should write the 32.

17. The teacher will ask the students what the next step is. The students

will be prompted to look at the division man if necessary. The

students should say that subtraction is the next step.

18. The teacher will ask what are 32 minus 32 and the students should

respond with zero.

19. The teacher will ask what the quotient of this problem is. The

students will respond with 58.

20. The teacher will ask the students how many t-shirts they can buy

with $232. The students should say that they would be able to buy 58

t-shirts.

21. The teacher will tell the students that there will be a few problems in

the task they will be completing that are similar to the one we just

did.

22. The teacher will also show the students one of the pages of the

packet that has a grid on it.

23. The teacher will tell the students that she will give them a hint. The

teacher will tell the students that the bigger number should always be

divided by the smaller number.

24. The teacher will then write another division problem on the board,

5672 divided by 2.

25. The teacher will explain that this is slightly different from the three-

digit division problems we have been working on, but if we

understand place value.

26. The teacher will ask the students what the first step should be to

solving this division problem.

27. The students should say that first we need to look at the five and see

if we can divide it by two.

28. The teacher will ask the class if five can be divided by two. The

students will respond with yes, 2 times.

29. The teacher will ask the students where she should write the two and

the students should respond with above the five.

30. The teacher will ask the students what the next step they need to do

to solve the problem. The students will say that they need to multiply

two times two.

31. The teacher will point out that since the two is above the five in

5,672, they need to think of the two being in the thousands place.

This means that what they are really multiplying is two times 2,000.

The teacher will ask the class what two times 2,000 is and the

students should respond with 4,000.

32. The teacher will ask the class where she should write the 4,000 and

the students should tell her to write it under 5,672.

33. The teacher will ask the students what the next step will be and the

students will say that the next step is to subtract.

34. The teacher will ask the class what is 5,672 minus 4,000. The

students will respond with 1,672.

35. The teacher will ask the class what they next step will be and the

students will respond with division.

36. The teacher will tell the class that now that we are dividing for the

second time and we already looked in the thousands place to divide

we now need to look to the hundreds place to divide. Because we are

in the hundreds place we should be looking at any number is in the

hundreds place, including any number to the left of the hundreds

place also.

37. The teacher will then ask what numbers we should be looking at now

to divide. The students should respond with 16.

38. The teacher will ask the students how many times can 2 go into 16

and the students should respond with 8 times. The teacher will ask

the class where she should write the 8. The students will respond

with above the 6 in the hundreds place.

39. The teacher will ask the class what the next step is and the students

should respond with multiply. The teacher will ask the students what

they should be multiplying and the students should respond with 800

times two. The teacher will ask the students what is the answer to

800 times 2 and the students will respond with 1,600.

40. The teacher will ask the class what the next step should be. The

students will say that the next step is to subtract 1,672 minus 1,600.

The teacher will ask the class what the answer to this subtraction

problem is and the class will respond with 72.

41. The teacher will ask the students what our next step should be. The

students will say that the next step should be to divide 2 by 7

because we are working in the tens place now.

42. The teacher will ask the class how many times does 2 go into 7 and

the students will say 3 times. The teacher will ask the class where

they should write the 3 and the students will tell her to write it above

the 7 in the tens place.

43. The teacher will ask the class what the next step should be and the

students will tell the teacher that they need to multiply 30 times 2

because we are now working in the tens place. The teacher will ask

the students what thirty times to is and they will respond with 60.

44. The teacher will ask the class what she should do next and the

students will respond with subtract 60 from 72 to get 12.

45. The teacher will ask the class what we should do next and the

students will respond with divide 12 by 2 to get 6. The teacher will

ask the students where she should write 6 and the students will say

above the 2 in the ones place.

46. The teacher will ask the students what they should do next and the

students will say that next they need to multiply 6 times 2 to get 12.

47. The teacher will ask the students what they should do next and the

students will tell the teacher that they need to subtract 12 from 12 to

get zero.

48. The teacher will ask the class if there are any questions or anything

the class didnt understand when we were solving this problem.

49. If there are no questions the teacher will put another division

problem up on the board. The problem will be 3895 divided by 5 up

on the board.

50. The teacher will call students up to do one-step of the problem at a

time. Every time a student does a step the teacher will question them

and have them explain why they did that.

51. The teacher will now tell the students that we are going to break into

three groups to work on our movie theatre division problems.

52. The teacher will ask the students how they should be behaving while

they are in their groups.

53. The teacher will tell the class that the first group is Jackson, Michael,

Avalon, Marian, Hunter, Chasidy, and Kayla. The second group is

Ethan, Owen, Paige, Shideek, Mya, Felicia, and Izaiah. The third

group is Kaylee D., Laif, Hannah, Jahnae, Kaylie B., Dankia, and

Ryan.

54. The teacher will tell the students that they should work on the first

page of their packet as a group and the rest of the pages they should

assign to one person in their group.

55. The teacher will walk around the classroom and assist students if

necessary.

56. Also, while the students are working the teacher will begin setting up

the game scoot by taping long division problems to the desks

57. The teacher will collect the movie packets once all groups are done.

C. Closure

1. As a closing activity the students will play scoot.

2. The teacher will pass out the answer keys that they will need for this

activity.

3. The teacher will explain that the students will start off at their desks

and they should begin working on their problem thats on their desk.

4. They should look at the number of the problem and this should

correlate to a number on the answer key. This is where the students

should write all their work.

5. The students should keep working until the teacher says scoot and

they should move over to the seat to their left. The teacher will

model this so that all the students know where they will be moving.

6. The teacher will have the students play this game until each student

has answered every problem.

7. The teacher will then collect all of the students answer keys.

8. The teacher will then pass out a worksheet for the students to

complete for homework that will be graded the next day.

D. Accommodations/Differentiation

1. The groups will be teacher selected so that students will be placed in

groups where they will work the most efficiently.

2. Izaiah, the boy with Autism, will be given breaks in between

problems to color or do an activity of his choice.

E. Assessment/Evaluation Plan

1. Formative

a) The teacher will collect both the movie packet and the scoot

answer key and grade this based on completion.

b) The teacher will collect the worksheet the students did for

homework and grade it based on correctness. Students will lose

points for incorrect answers and incomplete explanations. Each

problem is worth one point and each explanation is worth one

point.

2. Summative there is no summative assessment for this lesson.

V. Reflective Response

A. Report of Students Performance in Terms of Stated Objectives (after lesson is

taught)

1. None of the students were able to complete their movie theatre math

worksheets that they were working on in class. One of the reasons I

believe is that they were working in groups to complete their

worksheets. The majority of the time, the students are working in

whole group, so when they are split into groups the students tend to

get more hyper and are not able to focus while working. Because of

this the students were also not able to play the scoot game because

we ran out of class time while working on our movie theatre

worksheets. Most of the errors on the homework came from the last

two problems, which were dividing four digit by one digit. This was

the brand new content the students had learned today. We had been

going over three digit divided by one digit problems for over a week

and the students have had much more practice with these problems.

In the four digit divided by one digit division problems the students

struggled with the first step the most. Most of the students kept

forgetting that they needed to multiply by a number in the thousands

place. Most of the students kept multiplying by a number in the

hundreds place. This tells me that the students may still struggle with

concepts of place value. Overall, I was very pleased with the results

of the assessment they had for homework.

Remediation Plan

In order for students to do better in the future, I will spend more class time

going over four digit divided by one digit division problems. I will also use

place value manipulatives to review some concepts of place value to explain

how a number is in the thousands, hundreds, tens, and ones place. I believe

that the students will be able to grasp this concept with more and more

practice as time goes on. I will reassess my students within a week on just four

digit divided by one digit problem with a worksheet generated from Super

Teachers.

B. Personal Reflection

1. How well was I able to get the content across?

a) The students seemed to be understanding the concept of

dividing a four digit number by a one digit number as we were

going over it in whole group. The students I called on were

able to tell me what to do and why we were doing these steps. I

think a way I could have gone over the content better was by

modeling more in the beginning. I should have done more I do

examples and more we do examples before I moved onto the

independent homework. The students still need a lot of support

when it comes to long division and they need to be prompted

while working independently on problems.

2. How were my behavioral management skills?

a) The students had trouble remaining on task while working in

small groups and I had trouble monitoring all of the behaviors

that were occurring. The majority of the classroom was off task

and thats why no one was able to complete the movie theatre

worksheet and thats why we couldnt move on to the fun scoot

game. The classroom has a red, yellow, green card

management system, but I didnt utilize it, which I should

have. However, in my experience so far, the students dont

seem to view turning their card as too much of a punishment.

VI. Resources

View, T. W. (2012). Division Math Project. Retrieved November 22, 2016, from

https://www.teacherspayteachers.com/Product/Division-Math-Project-401766

2 124 2 546

2 728 2 102

2 300 2 262

4 512 4 716

4 220 4 424

4 928 4 632

5 525 5 715

5 620 5 430

5 835 5 240

9 363 9 270

Name________________________________________________

Solve each problem and explain the steps you took to find your answer.

1. 954 9

2. 845 5

3. 9,981 9

4. 4,624 4

Name________________________________________________

Solve each problem and explain the steps you took to find your answer.

1. 954 9

Answer: 106

Explanation: The explanation should include each step they took and why they

chose to multiply a number use the thousands, hundreds, tens, or ones place value.

2. 845 5

Answer: 106

Explanation: The explanation should include each step they took and why they

chose to multiply a number use the thousands, hundreds, tens, or ones place value.

3. 9,981 9

Answer: 106

Explanation: The explanation should include each step they took and why they

chose to multiply a number use the thousands, hundreds, tens, or ones place value.

4. 4,624 4

Answer: 106

Explanation: The explanation should include each step they took and why they

chose to multiply a number use the thousands, hundreds, tens, or ones place value.

Name Movie Theatre Math Worksheet 8 total

I Incomplete C - points

Complete

Chasidy I 6/8

Mariana I 7/8

Jackson I 8/8

Kaylie B. I 6/8

Shideek I 6/8

Hannah I 7/8

Hunter I 8/8

Felicia I 7/8

Owen I 6/8

Kayla I 6/8

Ryan I 8/8

Jahnae I 7/8

Ethan I 8/8

Mya I 8/8

Laif I 6/8

Kaylee D. I 7/8

Michael I 6/8

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