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Pennsylvania Academic Standard(s) addressed during this lesson: (Provide Standard number and statement) 2.2.5 A. Create and solve word problems involving addition, subtraction,

multiplication and division of whole numbers.

2.2.5.E. Determine through estimations the reasonableness of answers to problems involving addition, subtraction, multiplication and division of whole numbers. 2.2.5 H. Explain multiplication and division algorithms. 2.2.3. D. Demonstrate the concept of division as repeated subtraction and as sharing. 2.2.8. B. Add, subtract, multiply and divide different kinds and forms of rational numbers including integers, decimal fractions, percents and proper and improper fractions.

Lesson Objective(s TLW identify and practice that a smaller numeral can fit into a larger number. TLW identify that this process is called dividing. TLW identify that division is the opposite of multiplication; just as addition is the opposite of subtraction. TLW will practice with multiplication problems that they already know such as the 9’s times tables. For example 8 x 9 = 72. TLW utilize 72 manipulatives to be divided 9 ways; the result being 8 groups. this process using all of the 9s times tables. TLW take the concept and show how it is written mathematically. TLW repeat

(Stated in observable and measurable terms) TLW divide 9 manipulatives into 9 parts, 18 manipulatives into 9 groups, 27 manipulatives into 9 parts, continuing dividing by 9 with 36, 45, 54, 63, 72, and 90. TLW perform the inverse operation of multiplication. TLW write 8 x 9 = 72; and 72 / 9 = 8 on paper using the correct math symbols. TLW write the division problem mathematically. TLW perform the multiplication and inverse operation of division with all of the 9’s times tables.

Assessment Plan (What will be done to determine if lesson objectives have been met?) TLW be assessed using 72 / 9 = 8. TLW set up, and solve the problem using the correct procedures and symbols. TLW demonstrate using the 9’s times tables to divide the numbers 90, 81, 72, 63, 54, 45, 36, 27, 18, and 9 by 9. TLW write 8 x 9 = 72; 72 / 9 = 8. TLW continue this process using the numbers 90, 81, 72, 63, 54, 45, 36, 27, 18, and. TLW use the correct mathematical procedures and symbols to show this concept.

Materials: manipulatives to divide; worksheets, pencil, eraser, paper, white board, marker, eraser, smart board , computer, Youtube, and gameaquarium.org

Inclusion Techniques for Students with Special Needs: Inclusion techniques for students with special needs will include whole group work using white boards; working with partners; working with the teacher in small groups, working with the teacher one-one-one, using manipulatives; providing pre written

worksheets with the problems set up mathematically for them to solve, large print if needed. TLW be provided with extended time, fewer problems, pre written problems, and/or additional video demonstrations.

Enrichment Techniques: TLW log onto the web site: http://www.gamequarium.org/dir/SqoolTube_Videos/Math/Division/ and view the 4 enrichment videos online, upon teacher discretion. TLW log onto the web site: http://www.gamequarium.org/dir/Gamequarium/Math/Division/ and play game #4 Division Bingo, upon teacher discretion.

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to participate in the lesson): The classroom set up will be so that all students can see and hear the instructor. All manipulatives and handouts will be large enough so that all students and see and use them. The desks will be placed together for small group work.

Lesson Presentation

Introduction/Motivational Activities/Anticipatory Set: TLW decide how a Hershey’s chocolate bar will be divided among classmates. TLW decide how a number of objects, provided by the teacher, can be distributed equally, among classmates. TLW then watch as 72 manipulatives are divided 9 ways. TLW estimate how many groups there will be. TLW divide 72 manipulatives 9 ways and see that they will get 8 groups. After the manipulative demonstration, TLW use a white board and demonstrate 72 / 9 = 8, using proper procedures and symbols. TLW will learn that the problem is complete because there are no other numbers to bring down, and because 9 goes into 72 evenly.

Detailed Teaching Sequence: (Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred) TLW brainstorm how to divide up various food items brought in by the teacher. TLW estimate how many items each shall receive. TLW practice dividing up manipulatives as determined by the instructor. TLW estimate how many will be in each pile. TLW view a video demonstrating division. TLW use a white board to practice division. TLW practice using the divided-by sign to write the division problems for dividing 9 into 90, 81, 72, 63, 54, 45, 36, 27, 18, and 9. TLW practice writing the division problems for dividing 9 into 90, 81, 72, 63, 54, 45, 36, 27, 18, and 9, using pencil and paper.

Guided Practice/Independent Practice/Assessment Activities TLW practice solving division problems at the same time the teacher demonstrates on the board. TLW hold up their white board for quick assessment. TLW practice solving division problems with a partner as determined by the teacher. TLW practice solving division problems completing a work sheet. The worksheet will be used as an informal assessment.

Closure: TLW be asked how they think we could divide a number when there it does not divide evenly. A number they do not know the times tables for.

- Rubric 97967
- Lesson Four
- Rubric 9796
- Lesson Three
- Rubric 979
- Lesson Two
- Rubric 972
- Lesson One
- Rubric 97967
- Rubric 9796
- Rubric 979
- Rubric 972
- Lessonfour
- Lesson Three
- Lesson Two
- Division Unit Plan
- Lesson Plan Part I
- Math Pie Chart 2
- Math Bar Graph 2
- Math Pie Chart 2
- Math Bar Graph 2
- Math Pie Chart 2
- Math Bar Graph 2
- Math Bar Graph 2

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