Lesson Plan Template: Math 323 Version

Name: Laurel Farina and Yvonne Boeskool Date: Wednesday, November 28, 2018
Grade Level: 4th grade Subject/ Topic: Division
Approx. time spent planning this lesson: *The template will expand as text is added.*

DOMAIN 1: PLANNING & PREPARATION

Main Focus/Essential Questions: The Use of Remainders in Division

Brief Context: Division was introduced in 3rd grade per the Common Core Standards. These two lessons will be
reteaching division and focusing on real-world applications.

Prerequisite Knowledge/Skills: Students must have been introduced to division already. The following are the 3rd
grade standards involving division.
CCSS.MATH.CONTENT.3.OA.A.2
Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 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 ÷ 8.
CCSS.MATH.CONTENT.3.OA.A.4
Determine the unknown whole number in a multiplication or division equation relating three whole numbers.
For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48,
5 = _ ÷ 3, 6 × 6 = ?
CCSS.MATH.CONTENT.3.OA.C.7
Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and
division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3,
know from memory all products of two one-digit numbers.

Lesson Objectives/Learning Targets Aligned Assessments

Please number objectives and the aligned assessment measures.
The learner will:
1. Engage in large group discussion throughout the
lesson
2. Work with their partners as they interpret their
findings in the Leftover Game to written
equations
3. Think critically as to how to interpret, write,
articulate, aspects of a word problem that
incorporates division and remainders into a
mathematical equation
Consider formative & summative tools
I will assess learning by:
1. Listening and gauging for student participation
while answering questions posed by teachers
during large group discussion time
2. Observing how well students cooperate and
follow instructions while playing the Leftover
Game, as well as check for the completion and
accuracy of students’ written work (i.e. worksheet)
3. Evaluate students’ individual responses on the
backside of their worksheet to gage for
understanding as well as listen for articulated
reasoning during large group discussion

Standards Addressed in Lesson: (Include full standard.)

CCSS.MATH.CONTENT.4.OA.A.2
Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations
with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from
additive comparison.
CCSS.MATH.CONTENT.4.NBT.B.6
Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies
based on place value, the properties of operations, and/or the relationship between multiplication and division.
Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Instructional Resources:
A Remainder of One by Elinor J. Pinczes (borrowed from Prof. Genzink/math department)
Individual whiteboards (students have them??? Ask teacher)
Plates (or something to use as plates - Laurel has 3x5 index cards for peer teaching)
Dice (Yvonne has 2, get the rest from the library)
Counters/bingo chips/etc. (Yvonne has paper clips for peer teaching, but ask teacher for Wednesday???)
Name tags

Consideration of Learners:
How have you responded to your diverse learners? Consider UDL (Multiple means of Engagement, Representation,
Action & Expression) & principles of differentiation. If appropriate, identify individual accommodations you will make
in response to needs or interests of students.
1. Students tend to be individualist and competitive: Students may work better in pairs instead of large groups
which may spark arguments.
2. Students can become easily overwhelmed but are curious and concrete in their thinking: Activities will need to
be broken down into smaller scaffolded sections that offer hands on experiences to engage students’ learning.
3. Very verbal: Hypothetical questions may not be helpful, but small group discourse may be beneficial.
Northeast Foundation for Children. (2010). What Every 4th Grade Teacher Needs to Know About Setting Up and Running
a Classroom. Retrieved November 14, 2018, from https://www.responsiveclassroom.org/sites/default/files/et4intro.pdf

DOMAIN 2: THE CLASSROOM ENVIRONMENT

CLASSROOM MANAGEMENT: Note specific strategies you intend to use to keep students engaged, redirect off task
students, and facilitate procedures/transitions within your lesson.

PHYSICAL ENVIRONMENT: Note any specific ways you will use the environment to contribute to the learning.

DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: YOUR INSTRUCTION
BEFORE: Motivation/Opening/Intro: [Think creatively about how to recruit learning.]
● Laurel: Read “A Remainder of One” either gathered in a reading corner or via projector
○ (Yvonne Write on whiteboard) If we wanted to write this story as a mathematical problem, how would
we write it? What was the total (25)? How many groups were the bugs divided into at the beginning?
How would we write that as an equation? How did the equation change at the end?
● Transition from equation to discuss meaning of remainders
○ Laurel: What does it mean to have a remainder? How did the book explain what a remainder was?

DURING: Development: [It may help to number your steps with corresponding times.]
● Yvonne: Introduce Leftovers Game (teachers will model first)
○ Everyone will be split into groups of 2 and will be given a worksheet to help keep track of their
equations and the remainders for their problems
○ Each group will receive 30 tiles/pieces and a di
○ Partners will take turns rolling the di. The number on the di will tell them how many groups they should
split their total of tiles into (Ex: 30/4=7 r2). After writing out the equation on their worksheet, they will
model the problem with their tiles, record the number of tiles they have leftover, and they will keep all
leftovers. Then their partner will take their turn
 ○ The game will continue until there are not enough tiles to accurately model the problem. The partner
with the most tiles at the end wins.
○ Teachers will ask students what were the 6 equations students found, and ask them to articulate the
problem word for word (e.g. 30 tiles divided into 4 groups leaves 7 tiles in each group with 2
remainders).
● Laurel: Introduce examples of problems with remainders and will engage students in discussion by
demonstrating 3 ways to interpret the remainder most appropriately.
○ Yvonne Keep Remainder (hand in a circle):
■ At the store your mom says she has $5 extra to share between you and your 3 siblings to buy
something for yourself. How much will all four of you get?
● $5/4=$1.25
○ Yvonne: Round Up (thumbs up):
■ The janitors at school knows that there will be 32 students sitting in the lunchroom. If each
table seats 6 students, how many tables will they need to set out?
● 32/6=5 R2 = 6 tables
● 20/6= 3 R2= 4 boxes
○ Yvonne: Round Down (thumbs down):
■ At home you and your siblings have a lot of toys that need new batteries. You have 21 batteries
and each of your toys need 2 batteries to work. How many toys can you fix?
● 21/2=10 R2 = 10 toys

AFTER: Closure: (Be creative and consider authentic audiences for the work. Think beyond giving an assignment or
independent practice.)
● Laurel: Have students flip their papers to their backsides and will draw and write out the equations of word
problems presented by teachers
○ A farmer has 31 eggs that he needs to put into cartons of 12. How many cartons will he fill? What would
he need to do in order to have only full cartons? (31/12= 2 r. 7, he could add 5 more eggs for one more
full carton or he could take away 7 eggs to only have 2 full cartons)
○ There are 5 sack lunches and there are enough supplies to put 3 different things into each lunch bag,
with 2 supplies remaining. How many supplies were there in total? (5 x 3 +2=17 = 17/5= 3 r. 2 )