Elementary and Early Childhood Education Lesson Plan Template

Name: Catherine Graska Date: 11/1/21

Course: ECE 4650 Lesson Plan #: 3
Subject Area(s): Math - Division Grade Level/Time Frame: 4th / 45 mins

Step 1: Identify Learning Context
Learners
(Classroom
Context)
Learner Description
Personal Assets, Cultural,
Assets, Community
Assets (also referred to as
Funds of Knowledge)
Step 2: Identify Georgia Standard (s) of
Curricular Excellence, WIDA
Priorities Standard(s), etc.
Description of the learning environment(s) where the learning experience
will take place
 Students will be in the main classroom for this lesson. This
classroom has whiteboards around the room and a projector screen
in the front.
 The students will be at tables in groups of three or four. Two
students may be at desks alone but will move to groups for the
activity. This will allow them to work collaboratively.
 In the classroom, there is a computer area and back table for
students to work at. There is also room outside the classroom for
students to work in the hallway, however this will not be utilized in
this lesson.
 There are desktops, laptops, and iPads for students to use around
the classroom.
Number of students in class:
 Number of males: 8
 Number of females: 14
Learning Needs Number of Supports, Accommodations,
Students Modifications
Students w/ IEPs or
504 plans
Students w/ EIPs 5 Students will get to work with other
students to complete tasks.
English learners 3 Students will receive scaffolding
from students in their groups during
the activity.
Gifted
Students with gaps
in academic
knowledge
Other learning
needs
 Personal: My students love to play games and have fun whether
that is in the classroom or not. This lesson involves a fun dice game
for them to play that helps them practice partial quotients.
 Cultural: Different cultures have different dice games. I will ask my
students if they have any special dice games where they are from to
try and connect the content to my ELL’s.
 Community: N/A
MGSE4.OA.3 Solve multistep word problems 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 symbol or letter standing for the unknown quantity. Assess
the reasonableness of answers using mental computation and estimation
strategies including rounding.

MGSE4.NBT.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.

1
 Prior Academic
Knowledge and Students will need to know how to divide three-digit numbers. This lesson
Prerequisite Skills will activate this prior knowledge of multiplying and dividing within 100 from
third grade.
Overarching Goal, Big
Idea, or Essential How can we use partial quotients to help us solve division problems?
Question(s) How can we relate multiplication and division?

Learning Objective(s) or
Learning Target(s)
Students will be able to…
a. Solve multistep word problems with whole numbers using partial
quotients.
b. Represent division and multiplication problems using equations and
base ten blocks.

Vocabulary: Includes Vocabulary Language Supports

words, phrases and symbols
used within disciplines.
 Multiple meaning
words are words and
phrases with subject
specific meanings that
differ from meanings
used in everyday life
(e.g., table, ruler, force)
 General academic
vocabulary used across
disciplines (e.g.,
compare, analyze,
evaluate)
 Subject-specific
vocabulary defined for
use in the discipline
(e.g., vowel, numerator,
constitution,
photosynthesis)
Multiple meaning words (if
applicable): Definition will be explained if the
Remainder students have questions about the
word.
Academic vocabulary:
Solve Definition of the word will be
explained if the student needs
further help with it.
Subject-specific vocabulary:
Divisor Definition of the words will be
Dividend explained if the student needs
Quotient further help with them.
Division
Multiplication
Partial Quotients

Language Supports: instructional

supports that help students
understand and successfully use
the language function (e.g.,
sentence starters, graphic
organizers)
Step 3: Design Assessment Plan
Assessment
Framework Georgia Performance Standard(s) Corresponding Format of Assessment(s)
Learning
Objective(s) or
Learning Target(s)

MGSE4.OA.3 Solve multistep word Students will be Nearpod Quiz

problems with whole numbers and
having whole-number answers using the
able to… Question during the lesson
four operations, including problems in a. Solve Game
which remainders must be interpreted. multistep Quiz
Represent these problems using word
equations with a symbol or letter problems
standing for the unknown quantity.
Assess the reasonableness of answers
with
using mental computation and whole

2
 estimation strategies including rounding. numbers
using
MGSE4.NBT.6 Find whole-number
quotients and remainders with up to
partial
four-digit dividends and one-digit quotients.
divisors, using strategies based on place b. Represent
value, the properties of operations, division
and/or the relationship between and
multiplication and division. Illustrate and
explain the calculation by using
multiplica
equations, rectangular arrays, and/or tion
area models. problems
using
equations
and base
ten blocks.

Type of Assessment Format of Supports, Evaluation Criteria

Assessment (e.g., Accommodations, How will you know
quiz, test, checklist, Modifications or measure if the
KWL chart, (Differentiated students have met
performance task) Assessments, the learning
Culturally Relevant objective(s) or
Assessment) learning target(s)?
Pre-assessment Nearpod At the end of the
lesson, I will have
the students fill out
what they learned
to see if they can
check off that they
wanted to learn.
Formative assessment(s) Students will be This will be done in If they answer more
asked questions their groups, so than half of the
during the lesson students who get peer questions correctly,
and will answer support. I will know that we
them on a can move on to the
whiteboard for me activity.
to check.
Partial Quotients
Game
Summative assessment(s) Quiz Students who need By scoring an 80% or
extra time to above on the quiz
complete this, will will show me that
receive extra time. they have
completed the
lesson objectives.
Pre-Assessment Data Summary
Based on the pre-assessment data, most of the students have the concept of multiplication down. There is
a small group of students that may need extra help. These students will be grouped together so I can
provide extra scaffolding. The students struggled with the division problems, which is why I chose to
practice this concept in this lesson.

Step 4: Create Materials Needed

Learning Teacher Resources (must include podcasts):
Activities Presentation (see Appendix)
Generation Genius Clip (0-2:57):
https://www.generationgenius.com/?share=8DE96
Game and game materials (dice, handout, instructions)
Quiz for end of unit

Student Resources:
Nearpod Pre-Assessment: https://app.nearpod.com/?pin=MVZL5
CODE: MVZL5
Partial Quotients Game

3

Technology Connection
(OPTIONAL but should be
included as often as possible)
Connection to the Arts
(OPTIONAL but should be
included as often as possible)
Supporting Diverse Learners
Culturally Responsive Teaching
Research and Theory, or
Principles of Child Development
Higher Order Thinking Questions
(HOTQs)
Instructional Strategies and
Learning Tasks (Will VARY by
content area)
Dice
The students will complete their pre-assessment using the iPads in
the classroom and the Nearpod app. The teacher will lead the lesson
using a Google slides presentation.
N/A
I will support my students with EIPs, by modeling what my students
will need to do during the math practice and for the game. By
planning a collaborative activity, the students will get scaffolding
from their peers to better solidify the concept.
I will support my ELL’s by planning a collaborative activity to allow for
peer scaffolding and support. I will also be helping them with any
issues they may have.
The students in my classroom are always trying to play games and
have fun. I wanted to include a hands-on learning experience for
them, as it helps a lot of them learn the material. I have three ELL
students in my class, who may have dice games inn their cultures that
are important to them. I want to ask them about this to help them
feel connected.
Vygotsky made a big emphasis on learning from your peers, which is
something I always try to include in my lessons. I wanted the students
to have an opportunity to collaborate with their peers so they could
scaffold their learning as a team.
“How do partial quotients relate to solving with equal groups?”
“What are some other strategies we could use to solve this division
problem?”
“How does this process show us the relationship between
multiplication and division?”
“How can you prove that your answer is correct?”
“Can you show me another way to solve this problem?”
To start off the lesson, I will ask the students, “What do we know
about division already?” I will then get students interested by
showing a clip of a Generation Genius video. This will get their brains
thinking about what they already know about division.
After we watch the clip, we will review our learning objectives for the
lesson.
“What are some other strategies we could use to solve this division
problem?”
We will then review division and what division and division with
partial quotients is. The students will fist solve a problem using base
ten blocks to review pulling equal groups. Then, we will start learning
4
 how to solve division problems using partial quotients.
“How do partial quotients relate to solving with equal groups?”
I will work some questions through with the students, and then they
will practice on their own.
“How does this process show us the relationship between
multiplication and division?”
“How can you prove that your answer is correct?”
Once we get through the presentation and practice multiple
problems together, the students will break off into partners and play
a partial quotients game to practice further. I will walk around to
each goup and make sure everyone is understanding the game and
do not have any questions. For some students, I will ask, “Can you
show me another way to solve this problem?”
After 15-20 minutes, we will regroup and see who has the highest
score in the class. Students will have the opportunity to ask any
questions they still have about the topic.

Lesson Closure
To wrap up the lesson, we will find out who got the most points in
the class. This is just for fun, and there is no specific winner. I will ask
the students if they have any questions about the game they played.
If they have any questions, I will note them to review the next day, or
later in the day depending on time. We will then clean up our
materials and line up for specials.

Re-teaching, Re-Engagement,
Practice
For the students who need re-teaching, I will sit with them in a small
group and walk-through practice problems with them. We will use
other strategies and then work up to partial quotients. By working in
a small group, I will be able to focus on specific issues.

Extensions
For students who master three digits by one digit division, I will
challenge them with four by one digit, or three digits by two digits. I
also have a different activity to challenge students’ thinking.

5
 Appendix

A. Presentation

6
B. Partial Quotients Game