5E Lesson Plan Template

Your name Heather Deal

Date taught 9/13/23

Subject 5th Grade- Mathematics

Grade level

Materials Teacher:
View Sonic board, vocabulary poster
Students:
Chromebook, vocabulary poster-Google Classroom, division task card puzzle

Standards Math:
(State and
7. Use strategies based on place value, properties of operations, and/or the
ISTE
relationship between multiplication and division to find whole-number quotients
Standards for
and remainders with up to four-digit dividends and two-digit divisors. Illustrate
Students)
and explain the calculation by using equations, rectangular arrays, and/or area
models.
ISTE:
1. Empowered Learner Students leverage technology to take an active role in
choosing, achieving and demonstrating competency in their learning goals,
informed by the learning sciences. Students: use technology to seek feedback
that informs and improves their practice and to demonstrate their learning in a
variety of ways.

Objectives  While working on recognizing the relations between multiplication and

division to find whole-number quotients and remainders in division,
students will be able to recognize and recall related skills to what is
being taught with 80% accuracy.
 While learning division, students will effectively learn important
vocabulary with 80% accuracy.

Differentiation These students will have a peer helper to assist with the Chromebook. These
Strategies students are on a lower math grade level and struggle with reading. For this
reason, I will give each student a sheet with each vocabulary word and

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 definition on it. They will be able to keep this sheet out during all activities.

The 5 Es

E Description

Engagement Before starting the lesson, I will introduce the learning targets that the students
should meet by the end of the lesson. The lesson targets are: While working on
recognizing the relations between multiplication and division to find whole-
number quotients and remainders in division, students will be able to recognize
and recall related skills to what is being taught with 80% accuracy. Students will
also be able to to effectively learn important vocabulary with 80% accuracy. To
begin the lesson, students will be getting on Blooket on the chromebook. Blooket
will be used to see what prior knowledge students already have about division
vocabulary words. This will be used to engage student in the lesson, as they
enjoy playing on this website. Before starting the assignment on the
chromebook, I will discuss technology issues that are related to safety, legal use,
and ethical use. I will also explain that each student will have their own
chromebook to complete the assignments to ensure access and equity. I will
also explain how students should be on the specific website assigned and how
this will be used in the lesson. After all instruction has been given to the class, I
will ask each table to go get their assigned chromebook. Once students log in,
they will be asked to go to the website https://www.blooket.com/. I will then give
them the code 8985282. I will let students know that there will be 7 questions
about division vocabulary, including a few problems, so that I can see what they
already know.

Engagement Once all students have completed the seven questions on Blooket, I will be able
Assessment to pull up what each student made and problems they missed. This will give me
insight on what prior knowledge they already have about division.

Exploration During the exploration phase, students will be learning the different vocabulary
that is associated with divison- divisor, dividend, and quotient. Each student will
access a poster that will explain what each word represents on their
chromebook. It will be under their Google Classroom and labeled as “division
vocabulary”. As they reference to their poster, they will complete a division task
card puzzle. Students will be placed with a partner to enhance learning and to
work together to solve each puzzle. Ex) Students A picks up a card that reads 32
÷ 8= __. Student will find the match, which will read Quotient=4, Dividend=32,
and Divisor=8. Then students will swap roles. As students are doing this, I will be
circulating the room to informally assess what the students are doing.

Exploration I will then pass out a sticky note to each student. I will then place a problem on
Assessment the board for each students to label.

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 E Description

Explanation Before posting visual support on the board, I will ask students higher order
thinking questions, such as: “How can we remember what each number
represents and what it is called?”. After students turn and talk with a partner, I
will then place a different post on my View Sonic board. It will show students a
trick to remembering how to label the different parts of a divison problem. It will
show student a different phrase for each label to help them remember- Divisor:
“He is outside the den and it’s sunny! He needs a ‘visor’!”. Dividend: “They’re in
the den!”. Quotient: “She has a magic potion! She can fly above the den!”. This
will allow students to reflect back to what they did in the explanation phase.
Once we have reviewed, student will be asked to get back on their chromebook
to access Blooket. This will be used to formally assess students.

Explanation Students will complete the same quiz as during the engagement section. Where
Assessment as the first time it provided information in regards to what prior knowledge each
student had about division, it will now be used to access what knowledge they
have gained from the lesson. Once all students are finished, I will then have
access to all results.

Elaboration During the elaboration phase, students will design a Bitmoji Classroom, based
on what information they have learned. Their new vocabulary should be placed
on their board in their ‘classroom’, as if they were going to teach it to someone.
Students will be asked, in their own words, to tell me the three new vocabulary
words that they have learned and what each word means. I will create my own
Bitmoji Classroom so that students have a visual to look at and to gain ideas.
This activity will be a fun and engaging way for students to express what they
have learned.

Evaluation During the evaluation phase, students will be graded on the Bitmoji Classroom.
Things that I will be checking for are attractiveness, requirements, content, and
originality.

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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