5E Lesson Plan Template

Your name or Michelle Webster

Cooperating
teacher name
(if needed)

Date(s) taught January 26, 2023

Subject Mathematics
Grade level Sixth Grade

Materials: 
Materials
Computers or tablets with internet access 
Whiteboard or interactive whiteboard 
Whiteboard markers 

Standards: 
Standards
 6.NB.5 – Fluency divide multidigit whole numbers using a
(State and
standard algorithm to solve world and mathematical problems. 
ISTE
 ISTE Standards 1.7a - Students use digital tools to broaden their
Standards for
perspectives and enrich their learning by collaborating with others
Students)
and working effectively in teams locally and globally. 
 ISTE Standards 1.7b - Students use collaborative technologies to
work with others, including peers, experts, or community members,
to examine issues and problems from multiple viewpoints. 

Objectives Students will be able to fluently divide multi-digit into whole numbers using a
standard algorithm and collaborate with their peers using digital tools to solve
world and mathematical problems. 

Differentiation Differentiation Strategies:

Strategies
1. Scaffolding: For students who struggle with multidigit division, provide
extra support by breaking down the problems into smaller parts or by
using manipulatives to help them visualize the process.
2. Collaborative Learning: Encourage students to work together in pairs or
small groups to help each other with multidigit division problems and to

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 share their ideas and strategies for using digital tools.
3. Technology Integration: Offer students different digital tools and
resources to use during the independent practice and closure activities,
such as online calculators, interactive whiteboards, and educational apps,
to cater to different learning styles and preferences.

The 5 Es

E Description

Engagement To catch the students' attention, start the lesson by asking them to imagine they
are running a lemonade stand and need to divide the profits among their friends.
Show a real-world example of dividing profits among partners and ask the
students to suggest how they would divide the profits.

Engagement During this activity, ask students to share their ideas and ask follow-up questions
Assessment to assess their understanding and engagement. The teacher can also observe the
students' body language and level of participation.

Exploration Have students work in pairs or small groups to use digital tools such as online
calculators or interactive whiteboards to solve division problems related to
running a lemonade stand. Each group should come up with their own division
problems and present them to the class.

Exploration During this activity, the teacher can observe the students' use of digital tools and
Assessment their ability to collaborate and solve division problems. The teacher can also ask
each group to present their division problems and assess their understanding and
application of division.

Explanation The teacher will provide a step-by-step explanation of the standard algorithm for
division using an interactive whiteboard or whiteboard. Provide additional
examples and have students practice solving division problems using the standard
algorithm. Ask higher-order thinking questions to help the students understand
the concepts and connect them to real-life scenarios.

-Observe students during the independent practice and closure to assess their
Explanation
understanding of multidigit division using the standard algorithm, and their
Assessment
ability to collaborate and use digital tools to work with others. 
-Collect and review students' independent practice work to assess their
understanding and proficiency in the skills and concepts taught in the lesson. 
 

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E Description

Elaboration Have students use digital tools to create a division game that they can play with
their peers. The game should include division problems related to running a
lemonade stand. Encourage students to use their creativity and collaborate with
their peers to create an engaging and educational game.Create a sample
technology product for your students to use as an example when creating their
own.

Checklist/Rubric for grading student-created technology products: 

Evaluation
1. Content: Does the product accurately address the subject area
content? 
 Excellent (4 points) 
 Good (3 points) 
 Satisfactory (2 points) 
 Needs improvement (1 point) 
2. Objectives: Does the product meet the objectives of the lesson? 
 Excellent (4 points) 
 Good (3 points) 
 Satisfactory (2 points) 
 Needs improvement (1 point) 
3. Collaboration: Did the student work effectively with others in
using technology to examine issues and problems from multiple
viewpoints? 
 Excellent (4 points) 
 Good (3 points) 
 Satisfactory (2 points) 
 Needs improvement (1 point) 
4. Communication: Does the product effectively communicate the
student's understanding of the subject area content and the objectives
of the lesson? 
 Excellent (4 points) 
 Good (3 points) 
 Satisfactory (2 points) 
 Needs improvement (1 point) 
5. Creativity: Did the student use technology in a creative and
innovative way to enhance their understanding of the subject area
content and the objectives of the lesson? 
 Excellent (4 points) 
 Good (3 points) 
 Satisfactory (2 points) 
 Needs improvement (1 point) 

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E Description

Total points: 20 

Grading Scale: 
 16-20 points: Excellent 
 12-15 points: Good 
 8-11 points: Satisfactory 
 0-7 points: Needs improvement 
  
6. Creativity: Did the student use technology in a creative and
innovative way to enhance their understanding of the subject area
content and the objectives of the lesson? 
 Excellent (4 points) 
 Good (3 points) 
 Satisfactory (2 points) 
 Needs improvement (1 point) 
Total points: 20 
Grading Scale: 
 16-20 points: Excellent 
 12-15 points: Good 
 8-11 points: Satisfactory 
 0-7 points: Needs improvement 
  

References

Bybee, R.W. et al. (1989). Science and technology education for the elementary years:
Frameworks for curriculum and instruction. Washington, D.C.: The National Center for
Improving Instruction.

Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices. Oxford:

Heinemann.

National Research Council. (1999). Inquiry and the national science education standards: A
guide for teaching and learning. Washington, D.C.: National Academy Press.

Polman, J.L. (2000). Designing project-based silence: Connecting learners through guided
inquiry. New York: Teachers College Press.

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