5E Lesson Plan Template

Your name or Charlotte Bryant

Cooperating
teacher
name (if
needed)

Date(s) April 17-18, 2023

taught

Subject Mathematics
Grade level 5th Grade

Materials Replace these directions with your work.

Chromebook
Activ Promethean Board
Blooket
Envision Mathematics Student Workbook
Long Division FlowChart
Earbuds
Freckle
NearPod Flowcabulary
Printable Play Money

Standards Use strategies based on place value, properties of operations, and/or the
(State and relationship between multiplication and division to find whole-number
ISTE quotients and remainders with up to four-digit dividends and two-digit
Standards for divisors. Illustrate and explain the calculation by using equations,
Students) rectangular arrays, and/or area models. MA 19.5.7
Students use digital tools to broaden their perspectives and enrich their
learning by collaborating with others and working effectively in teams
locally and globally. ISTE 1.7
● Students use digital tools to connect with learners from a variety
of backgrounds and cultures, engaging with them in ways that
broaden mutual understanding and learning. ISTE 1.7a
Objectives -I can divide four digit whole numbers by two digit whole numbers. I can show
the results of division using equations, arrays, or area models. I can explain
the results of division using equations, arrays, or area models.

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 -I can use digital tools to expand my view and explain my learning by working
with others and working effectively in teams locally and globally.

Differentiatio Students with visual learning styles will receive a copy of a flow chart that
n Strategies displays a step by step guide to finding quotients and a remainder with up to
4-digit dividends and 2 digit divisors using the grid method and area model.
Students who are auditory learners will have the opportunity to receive
reinforcement by listening to a YouTube video that gives a recap of the steps
to follow when following the long division process using 4 digit dividends and 2
digit divisors. Special needs students will participate in whole group
instruction. However, per student’s IEP, students will receive an adaptive level
assignment on basic long division via Freckle. Students will be allowed to view
assisting videos and hints per question they answer. They will also be allowed
to complete their assignment in the resource room with assistance from the
special education teacher.

The 5 Es

E Description

Engagement Before: “Split It” Students will review previous knowledge on dividing 4 digit
dividends by 1 digit divisors through the use of money. All students will be given
printable play money to help examine a division equation. Students will receive
an equation that prompts them to determine how much money each student in
their group would receive if they were to split $3,674. Once students receive
their answers, students must explain how much money each student will
receive according to its specific place value (ones, tens, hundreds).

Engagement I will assess if students are engaged by using the thumbs up, middle, or down
Assessment method. As students are working, I will ask students to give me a thumbs up if
they remember the concept of dividing multi-digit dividends as they solve the
equation. I will then ask students to turn their thumbs towards the middle if they
remember some of the steps, but not quite all of the steps related to long
division. Lastly, I will ask students to place their thumbs in a downward position
if they don’t remember the process of long division at all. This will help me to
know where students stand in the long division process and what students
need some assistance or a reteaching of the prerequisite to this standard.

Exploration During: The method used will be “I do, We do, Y’all do, You do. The teacher will
model how to divide 4-digit dividends by 2-digit divisors using the area model
through the use of Envision Mathematics Student Edition. Students will then
solve a division problem by drawing an area model with assistance from the
teacher. Students will then work with a partner on a division problem creating
an area model and using base ten blocks.

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 E Description

Exploration Students will be assessed by the use of an exit ticket. Students will be given an
Assessment independent practice division problem to complete. The teacher will visually
assess students for accuracy as they complete the problem. This will let the
teacher know who needs to be pulled for small group instruction either for extra
intervention or reteaching.

Explanation Students will view vocabulary words through the use of NearPod Flocabulary.
These vocabulary words will assist in students' understanding of the process of
dividing multi digit numbers. Students will be given the opportunity to either
write the word or draw an example of the vocabulary word to display an
understanding of the division process. Vocabulary words consist of remainder,
multiply, area model, decompose, and divide.

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 E Description

Explanation Students will play a vocabulary game using the Flocabulary tool. This game will
Assessment assess the accuracy and if students understand and recognize when specific
concepts are displayed.

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 E Description

Elaboration Students will use the quiz site called Blooket to create a five question quiz
game on dividing 3-4 digit dividends by 1-2 digit divisors using a mixture of
question types including multiple choice and fill in the blank. This will be a
group project. Each student within the group will have to contribute a real world
division problem. Once students create their group Blooket, students will send
their Blooket to another group within the classroom to be played within that
group. Students will be given the opportunity to play on teams or play
individually. Students will be asked to solve division problems using the area
model.

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 E Description

Evaluation

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.

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

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