STUDENT TEACHER LESSON PLAN FORMAT

Day: Thursday Date: December 6, 2021

Subject: Mathematics

Common Core Standard(s):

CCSS.Math.Content.4.OA.A.3
Solve multistep word problems posed with whole numbers and having whole-number
answers using the four operations, including problems in which remainders must be
interpreted. Represent these problems using equations with a letter standing for the
unknown quantity. Assess the reasonableness of answers using mental computation and
estimation strategies including rounding.

Objective(s): At the end of this lesson my students will be able to…

 Find remainders in multi-digit division problems.
 Interpret remainders in division from word problems.
 Interpret the remainder in real-life situations, involving one-digit division.

Resources/Materials List:
 1 digit Division Paper
 Partner Sheet
 3 Independent Practice Sheets
 Challenge Sheet
 Exit Quiz
 Projector to project problems OR
 White board to demonstrate problem

Procedure:
Focus:
 Students are learning how to interpret remainders using 1 digit-division word
problems to relate to real-life situations.
Review:
 What is a remainder? Ask for examples and guide in direction of the answer.
 Review on board how to do long division. What happens if the number can not be
divided evenly? (Remainder leftover).
 What are two ways you can use the remainder? (Ignore it or add another group)
 Explain that if you ignore it, it is because you don’t have enough to complete the
next group. Look for words in the problem like” whole” or “be able to”.
 Also explain adding another group. You use this option if the remainder can’t be
ignored or left behind. Looking for key words like “need” can help decide if this is
the proper option to use.
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Modeling:
 Each DVD costs $9. If Sarah has $128 to spend on DVDs, how could we find out
how many she can buy?
 In response to students: We can divide to see how many groups she can make. We
can make 14 groups of 9. What does this mean? (She can buy 14 DVDs).
 The remainder is what? ($2). This is not enough to buy another DVD so Sarah will
just save this money for later.
 The final answer is Sarah can buy 14 DVDs.
 For this example, visuals of groups can be made to show students who are better
with a visual representation.
Guiding Questions:
For opening of lesson using example problem in Modeling section:
 Each DVD costs $9. If Sarah has $128 to spend on DVDs, how could we find out
how many she can buy?
 What is the number left over called? (Remainder)
 For this problem would the final answer be $2 or $14? Why? How do you know?
Guided Practice:
 Go over the sheet titled “Interpreting the Remainder: 1-Digit Division as class. The
first problem is included as part of the modeling and guiding questions section.
 After the whole class guided practice, hand out the “In Partners” worksheet to
students. Have students work in partners at their table. Review as a class and
answer any questions students have.
Independent Practice:
 After the guided practice, hand out the three sheets titled “Independent Practice”.
Students are to complete these sheets alone in class for the period. If students
finish, there is a challenge sheet (plans for differentiation).

Plans for differentiation:

 For high performers, there is a challenge worksheets for students to complete if
there is still time remaining in the class period.
 For low performers, task them to complete at least two of any of the three
worksheets. If students are able to complete them, then they can do the third
sheet if there is time remaining.

Assessment:
 For assessing students to see if they were able to retain the knowledge of the
lesson and properly understand it, hand out the Exit Quiz for Interpreting the
Remainder.
 Exit ticket after the end of the lesson before changing classes/subjects.

Plans for accommodation/modification:

Accommodations:
 Students who need accommodations can complete less independent practice
sheets and take them home for extra practice if needed. These students may need
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more time to complete them and should focus on completing these instead of
additional homework tasks.
Modification: At the end of this lesson my students will be able to…
 Do one-digit division and find the remainder.
 Understand definition of a remainder.

What’s next?
 The next lesson in the unit is a skill review of first to 100. Students will use
remainders throughout the following division lessons and in future grades.
 Progress Check at the end of the unit will include interpreting the remainder
problems.