Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Claire Gilbert

Grade Level: Third Grade
Subject: Math (Lesson 2.9, Division)
Date: 10/30/20
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
CCSS.MATH.CONTENT.3.OA.A.2
CCSS.MATH.CONTENT.3.OA.A.3
CCSS.MATH.CONTENT.3.G.A.2

List the Rationale (cite theories or theorists):

Jean Piaget’s theory of assimilation applies to this lesson. The children already have learned about division
and can solve basic division number models. We will be adding onto what the students already know about
division by teaching them a new way of solving division problems.

List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound).
Use the following format: “Students will be able to…”
• The students will be able to identify the four definitions in lesson 2.9, remainder, dividend, divisor,
quotient.
• The students will be able to read the story problems and answer the questions using the division
strip models taught to them.
• The students will be able to work with division problems that have remainders.
• The students will be able to write the number model they used in the problems.

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

Students in the 3rd grade need to start developing the skills to answer story problems. They need to learn
division because this will be something they will be using for the rest of their life. They will also need to
know the definitions in this chapter because they will help them solve the problems.

Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of
gifted students, those of students’ physical needs, and those due to cultural characteristics).
17 students; 8 girls, 9 boys – one student transferred in on 10/21/20
3 Language Arts IEPs, one more student is in the RTI process
No English Learners

Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).
Many of the students have different cultural backgrounds but none of them are English Language Learners.
This class is behind where they are supposed to be due to the COVID pandemic and missing out on the last
part of second grade. One student joined the class on 10/21/20 so might still be learning the class
procedures.
List the materials/resources you will need to teach the lesson.

Teacher
-Smartboard
-Math book and visuals
-Pre and Post assessment printed out

Student
-Mini white board and markers
-Pencils
-Math journals

Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and
explain how it will enhance instruction and student learning.
Classroom Smart Board
McGraw Hill interactive website
Computer

Accommodations: Base this on the information you provided for Classroom Demographics and
Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners
and accommodate differences in students’ learning, culture, language, etc. *
The students with IEPs have intentionally been placed in the front of the class so there are less
distractions. As for the student with the sleeping issue, there are several different accommodations in
place for her. First, she has pills to take in the event she is extra drowsy. The teacher also occasionally gives
her a hall pass so the student can walk around for a bit to wake up more. The school also provided mints in
the hopes that the taste will stimulate her senses a bit. We will also provide more one-on-one instruction
when the students are working independently to make sure she stays awake and is understanding the
materials. For the new student, we will make sure he has all the materials available to him.
Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.

As the students come in from recess, they will find the preassessment on their desks.
The preassessment will consist of four division questions and four vocabulary matching questions. One of
the four division questions will not have a remainder but the other three will have remainders, which is a
new concept for these students. The vocabulary words (remainder, dividend, divisor, and quotient) are
also new to the students and by the end of the lesson we would like them to understand what each of the
words means.
The results of the preassessment will help us to know where the students are at with the concepts.
Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated
they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts,
graphs if applicable)
We already know the students understand how division works, but we are introducing the idea of
remainders and we are labeling the different parts of division number models. BY having the students
answer the questions on the assessment before we begin and after the lesson is taught, we will hopefully
be able to see improvement for all of the students, but we will also be able to see which parts of the lesson
did not work as well as others.
Classroom Management
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged throughout the
lesson.
Proximity will be a big help for this lesson as one of the students will need constant reminders that she is in
class and not in bed. We will ask questions to make sure all the students are staying engaged and we will
use mini white boards to occasionally check the students’ understanding of the lesson. We will use
redirection when necessary to get the students back on task. Otherwise, this class is very well behaved and
extremely respectful towards their teacher and other adults.

Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills
required of the objective.
1. When the students are at recess, we will pass out the pre-assessment.
2. We will also have the McGraw Hill Slides up on the smart board.
4. We will then collect the pre-assessments and start the lesson by asking them if they know the 4
vocabulary words—dividend, divisor, quotient, and remainder.
5. We will use the number model 35 ÷ 7 = 5 on the white board to help the students visualize the
definitions.
6. We will then go into the three warm up questions that are on the McGraw Hill Slides.
8. We will then model the strategy on the white board for them for question 1 of the warmup.
10. We will go to slide 2 and show them the dividing strip strategy using the granola bar question.
11. We will go to slide 3 and talk about the different ways to use the division strip strategy for the granola
bar question.
13. We will then go to slide 4 and work through the problem on the smart board and talk to them about
remainders and what can and cannot be broken apart.
14. We will then go to slide 5 and have the student take out their math journals.
18. We will then hand out the post-assessment at 11:00 am and they will have until 11:15 to finish.

“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills
and content needed to meet the learning objective(s).
7. They will answer the questions on their mini white boards for the first question.
9. For questions 2 and 3 of the warmup they will do it on their mini white board then a few students that
we chose will come up and show the class how they found their answer on the big white board.
12. We will ask them if they have any questions so far.
15. We will work through question number 1 in their math journals together on page 52.
17. We will refocus the attention on the board and review questions 2 and 3 together.

“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the
lesson objectives?
3. When the students return from recess, they will take the pre-assessment. They will be allowed 15
minutes to complete this.
16. The students will work through questions number 2 and 3 on page 52 in their math journal on their
own as we circulate and help when needed.
19. The students will take the post-assessment and be allowed 15 minutes.
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an
interactive manner (whole/small group, etc.).
At the end of the lesson we will quickly review the vocabulary and the different division strip strategies
that we modeled for them.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure
students’ level of understanding toward the learning objectives after teaching the lesson.

This assessment will serve as both the pre and post assessment for the lesson. We will be able to compare
what they knew at the beginning of the lesson to what they know at the end of the lesson. This will help us
see what the students know and what they still do not understand. This will also tell us if we need to go
back and reteach any part of the lesson.
 Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students
achieve the learning goals/objective of the lesson? Cite examples from the lesson plan, assessments,
and/or video.
If applicable, insert a table/chart/graph before your explanation.

Pre and Post Assessment Results

8

6
Number of Questions Right

0
S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17
Student

Pre-Assessment Post-Assessment

Overall, most of the students scored better on the post-assessment. Only three of the students made no
improvement, but none of them regressed either! With the time restraints we were given, I believe these
were the best results we could have hoped for.

Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies.
Describe what went well and what areas you need to revise in the future. Cite examples (from video) that
support your conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make each
revision? Cite examples from the lesson plan, video and/or student work that would prompt revisions.
This lesson went well. One challenge Bailey and I did not anticipate was how time consuming it would be
to ask students to show their strategies. We had to stop fifteen minutes before their recess so they would
have enough time to complete the post-assessment. When we stopped, we still had three or four
problems that we had planned to work through with them. Another challenge I faced was teaching along
side another teacher. Bailey was phenomenal, but I felt as though we were both worried about stepping
on each other’s toes. It was extremely helpful to include our names in the lesson plan to know who was
presenting what. Using the mini white boards worked very well. This classroom management strategy had
already been implemented into the classroom, so they already knew the expectations that came with
using the boards. It was extremely helpful to be able to see how each of the students were comprehending
the content of the lesson.