Day:

Tuesday Date: 11/30/21

Subject: Math


Common Core Standard(s):
CCSS.MATH.CONTENT.5.NF.B.3
Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b).
Solve word problems involving division of whole numbers leading to answers in the
form of fractions or mixed numbers, e.g., by using visual fraction models or
equations to represent the problem. For example, interpret 3/4 as the result of dividing
3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared
equally among 4 people each person has a share of size 3/4. If 9 people want to share a
50-pound sack of rice equally by weight, how many pounds of rice should each person
get? Between what two whole numbers does your answer lie?

Objective(s): At the end of this lesson my students will be able to to find the quotient with
a remainder. Students will also be able to multiply with a divisor that is a 3-digit number, as
well mastering their skills on partial quotients algorithm strategies

Resources/Materials List:
• Computer
• Printer
• Overhead/projector thing
• Paper, pencils or white boards and markers, and erasers

Procedure: Includes but is not limited to: focus, review, modeling, guiding questions,
guided practice, and independent practice. This can be a detailed, bulleted list.

1. For this lesson activity I would play the long division video I have for the students
to refresh their memories and to make it a fun and engage way for students to be
interested and learn
2. I would then ask them a couple of questions from the video such as “what is a
quotient?” “What is a divisor” “what do we when we have a number left over,
what is that called?”, etc.
3. Then I would have the students work on the worksheet that I have for them to do.
I want them to complete the worksheet but if for some reason that can’t happen
then I wanted to complete as much as they can like 10 or so
4. Depending on how this activity goes I plan having students work together to help
one another and to try and speed up the process a bit. Since they can bounce of
 each other and talk over the problem to see what they can do to solve the problem
correctly and to catch mistakes that a peer could’ve made
5. Once they’re done, I think I would like to have the students come up to the board
and do the problem while talking the class through each step they make. That way
we can learn as a class by asking questions for things we’re not sure on or giving
students feedback with fixing their mistakes.

Plans for differentiation: Address the individual needs of students based on performance
levels. This can also be a list describing the way you will match the instruction and
instructional tasks to low or high performers. List the student’s name and a sentence
describing the plan.

Assessment: How do you know the student met your objective? This can be a rubric, a
checklist, or a statement.
I will know the students have met my objectives when they can clearly identify what
quotient and divisor is. Also, when students are able to accurately (or close to accurately)
complete the worksheet. I could also tell if students have met my objectives if they are
helping their peers and “teaching” how to do the problem by walking them through the
steps.

Plans for accommodation/modification: Describe any needed accommodations
(changes in teaching method or materials), modifications (changes in learning objectives),
or modified assessments needed to meet student IEP goals, objectives, or behavior plans
here. Provide the student’s name, a reference to the related IEP objective (e.g., Goal 3,
Objective 2), and a description of the accommodation/modification.
Some accommodations/modifications that I would implement according to the students’
needs would be like giving students a smaller number of problems for them to do. For
example, the worksheet I plan to give students has 20 problems, in this case I would have
the students do 10 problems that are in their range for math division. Also, I had
mentioned earlier that if students had difficulty do the problems, then they could do half
(10). For a student that needs an accommodation/modification they would do half of
what they original got, which was 10, so they would do 5 problems. I could also allow the
student more time to do their work if it’s needed.

What’s next? Teachers plan each day in relation to a bigger picture. How does this lesson
relate to the unit, theme, or concept development? What do you plan to teach next? This can
be a sentence.
This lesson relates to the unit, theme, and concept development since students are
learning about the partial-quotients algorithm strategies. The activity I have planned
goes over that and then the students will be doing exactly that, the partial-quotient
algorithm strategies. If this has not been taught already by another teacher, then my next
step would be to teach my students that not all division problems have a remainder. Or
depending on where the students are at for division, I can work my way up with how
many number digits they can divide by.
STUDENT TEACHER LESSON PLAN FORMAT