Subject(s): Grade Teacher: Jennifer Eazell

Level:

Math 5th

Lesson Title: Date: 10/23/23 at 9:15am

Chapter 4, Lesson 1: Estimating Quotients

Duration: 60 minutes

CCSM-M.5NBT.6: Find whole-number quotients of whole numbers with up to four-digit dividends

and two-digit divisors, using strategies based on place value, the properties of operations, and/or
Common Core, the relationship between multiplication and division. Illustrate and explain the calculation by
NGSS, and/or using equations, rectangular arrays, and/or area models.
Content
Standards

- McGraw Hill My Math Teacher’s Edition

- McGraw Hill My Math Student Workbooks

- Playing cards
Materials/
Resources/ - Poster paper (vertical non-permanent surfaces)
Lesson - markers, pencils
Preparation
- Computer and Apple TV for projected presentation slides with group roles, agenda, etc.

- Extend Worksheets for Early Finishers

- Reteach Worksheets (for WIN Time that same day)

Learning Students will be able to find quotients of whole numbers with up to four-digit dividends and two-
Objectives digit divisors using estimation and compatible numbers to adjust the possible quotients.
 Formative Assessment: I will assess the students’ understanding at the beginning of the lesson as
ask questions about the previously acquired knowledge and vocabulary related to the lesson
(divisor, dividend, quotients, and compatible numbers) through an introductory activity. During
the lesson, I will observe the individual responses during whole class discussion. After the
Assessments: modeling portion of the lesson, I will be able to observe the student’s levels of mastery of the
concept as they enter their independent practice and small group work. The independent
practice page of the workbook will serve as a direct product for assessment right after the lesson.
Formative
The next day, I can also review the homework turned in related to the lesson to better analyze
their overall understanding.

Summative

Summative Assessment: The Check My Progress test that we will complete halfway through
Chapter 4 will also serve as a method of checking the students’ overall understanding before the
Chapter 4 Test. These assessments will guide my instruction not only so I can adapt my teaching
in the moment, but after the lesson if I determine a reteach/review of concepts is necessary
before advancing to the next lesson.

Lesson Delivery

Instructional  Direct Instruction Modeling  Guided Practice

Strategies:
 Independent Practice  Collaboration. € Other _____________________________

Below is a list of the strategies utilized in my lesson and how they will benefit my students.

 Direct Instruction: I will explicitly be teaching content utilizing the book as framework
and a guide.
 Modeling: Showing students exactly step-by-step how to divide and utilize compatible
numbers and estimation to find the quotient. The demos in the book will serve as a
visual, step-by-step guide after the lesson is complete as well.
 Guided Practice: Students are given a chance to practice finding quotients when dividing
two-digit divisors and up to four-digit dividends using a group practice (Vertical Non-
permanent Surfaces) activity as well as review relevant vocabulary in order to complete
the lesson. This will allow students to pull from previously acquired knowledge to have a
better chance at being successful in this lesson. During the main guided practice portion
of the lesson students will be follow along with me as I work with the whole group to
apply the skills taught to them during the direct instruction and modeling portion of the
lesson. After instruction, I will provide support as I walk around the room and prepare for
the independent practice/small group time.
 Independent Practice: Students demonstrate whether they are achieving the lesson’s
 learning goals by completing some individual problems on their own at their desk. If they
are struggling, I will invite them to the back table for Small Group support at this time.
 Collaboration: Students work in groups to complete the intro/vocabulary review activity.
They will trade off on roles to learn from each other to problem solve the questions
given. Students in each group will provide step-by-step explanations of how to solve the
problems (with my support). They will also be collaborating with the class by engaging in
whole class discussion as we complete the modeling and guided practice portion of the
lesson.

⇒ Students will be grouping randomly utilizing playing cards. I plan to shuffle the playing
cards and assign them to their respective groups for the guided practice activity by
placing a playing card on their desk in lead up to the lesson. Students will be instructed
leave their playing card on the corner of their desk and not to lose it, so we can do the
activity again in the future. Expectations for the roles for the group activity will be
Grouping
discussed prior to leaving their students to maintain positive behavior and attention.
Students will then find their groups and have 1 minute to determine who will take on
what role to ensure time is used wisely and to maximize instructional time.
⇒ During independent practice, students will be grouped at their desk with their table
mates or at the back table with me depending on if they need additional
support/clarification.

I will introduce the lesson by discussing what we did in our previous lesson and asking the
students to recall and review some of the key academic vocabulary and concepts previously
Anticipatory learned and relevant to today’s lesson through the use of vertical non-permanent surfaces as a
Set / Lesson collaborative activity. I will also model/label some of these components on the board to provide
Opening a standing visual for students to reference throughout the lesson.

Previous Lesson: Dividing by one-digit divisors.

Relevant Academic Vocabulary: Quotient, Divisor, Dividend, & Compatible Numbers

Step-by-step The details of my lesson:

instructions for
the lesson
delivery
⇒ Instruction: Primary Instruction will take place during the direct instruction and modeling
portion of the lesson. I will demonstrate utilizing the textbook how to use estimation and
compatible numbers to find quotients when dividing numbers with two-digit divisors and
UDL Guidelines: up to four-digit dividends. The Guided Practice Activity will also serve as a secondary
portion of the instruction where students will be able to practice and learn
from/collaborate with their peers to solve the problems given. The instruction will
UDL Multiple continue too when they are listening to their classmates share how their reached their
Means of… answer for each problem, which coincide with the problems within their math
workbooks.
Representation
⇒ Strategies: Some of the strategies I am using in the direct instruction are modeling and
Engagement visuals as well as critical thinking through group discussion about how we reached the
answer we reached and why we made the choices that we did. Also, I am utilizing
Expression Vertical Non-permanent Surfaces to engage the students in an interactive, and
collaborative activity to practice the skills modeled within the introductory portion of the
lesson. The use of this activity is to deepen the students thinking and engage them in
learning in diverse ways to help them get on their feet and learning rather than stuck in
their desks all the time.
⇒ Tasks: Students will engage in group discussion to review previously learned topics and
complete the workbook pages alongside the teacher as the teacher provides direct
instruction to the class through the My Math Curriculum Workbook. Next, the students
will complete the independent practice questions at their desk or with a small group with
me at the back table. Early finishers may complete an enrichment worksheet related to
the lesson provided within the My Math Curriculum.
⇒ Activities: The intro activity in the lesson is the use of Vertical Non-permanent Surfaces to
engage the students in collaborative and interactive problem-solving opportunities. The
goal is to get students out of their desks and to help them development deeper thinking
by hearing different ideas and collaborating with their peers. The independent practice
questions are intended to provide practice and assessment of the children’s overall
understanding of the lesson. The last activity is for early finishers who finish ALL their
assigned tasks. These students may utilize playing cards to construct and solve
multiplication and division problems within their heads. The intention of the playing card
activity is to practice basic math facts and explore different fact families.
⇒ Questioning: I will ask higher level thinking questions throughout the lesson to engage
them in deeper level thinking and to help isolate them on the how and the why behind
their actions to solidify the concepts more within their minds. Some questions at the
beginning of lesson may include: “Who remembers what a quotient is? How about a
Divisor? A Dividend? What about Compatible Numbers?” to activate prior knowledge.
Other questions throughout the lesson may include, but are not limited to: “How did you
know it was [insert answer]? Can you explain how you got [answer]? The goal of the
questioning is to activate the step-by-step thinking within the brain of students to solidify
connections, but also to help explain to others the thought process utilized to meet that
task or answer that question.
⇒ Engagement: I will engage students by providing peer collaboration opportunities, by
relying on structure and routine to provide a sense of predictability and rhythm, and by
using activities that get student up and out of their seats. I will also use repeated phrases
and playful to try to make the lesson more fun and inviting for students. I have found
that my approach, energy, and feelings around Math often radiates to my students.
⇒ Checks for Understanding: I will check for understanding of my students in a variety of
ways throughout the lesson. I will gather consensus and feedback through a “fist to five”
level confidence assessment part way through the independent practice, I will observe
responses to group questions, and I will monitor the students’ individual progress during
 the activity and during the independent practice portion of the lesson as well. I also can
review their homework the next day to add to my overall assessment of the
understanding of the topic. I can also examine how they do on the “Check My Progress”
test, which is the very next part of the workbook. Based on these assessments, I will
either adapt my instruction in the moment, reteach to a small group during WIN Time or
reteach/review the lesson one more day before moving on to the next.
I will wrap up the lesson by informing students that we will utilize what we have learned from the
past couple lessons (which included our understanding of dividends, divisors, compatible
numbers, estimating to find quotients, and one-digit numbers) to help us in understanding our
Closure
next lesson, which is modeling the division process using base-ten blocks and that the base-ten
blocks will help us to get a visual idea of what happens when dividing or putting objects into
equal groups.

Differentiated instruction / adaptations for students with other instructional needs:

English Learners: My EL Learners will be able to collaborate and exchange information verbally
with their peers, which can help them better understand the concepts provided within this
lesson.

Special Needs: My students with Special Needs will be provide explicit and direct instruction to
aid in their overall understanding. I will also provide visual aids on the whiteboard and step-by-
step modeling of the problems to promote a deeper understanding. The intro activity portion of
Modifications the lesson will allow these students to collaborate with their peers and exchange information
about the topics verbally to better understand the problem. The guided practice activity serves as
additional visuals and modeling because students are learning from their peers as they hear and
see a variety of explanations of how they would go about solving each problem within the
workbook that is displayed on the Apple TV for students to follow along.

Accelerated Learners: I provide opportunities for accelerated learners to expand their learning by
taking the lead and collaborating during the introductory interactive group activity. I also provide
additional extension opportunities through the deeper, higher-level thinking questions in whole
group discussion. The Enrich worksheet and Playing Card activity for Early Finishers also serves as
a way for accelerated learners to expand and challenge their understanding of the concept.

Lesson Reflection

Teacher After the lesson, I will reflect on how it went and note any modifications I will make when using
Reflection on this lesson again in the future.
Lesson Planning
After both the Check My Progress assessment and the Chapter 4 test, I will also reflect on
students’ learning and make suggestions for follow-up and improvement of the lesson delivery
for next time as well as ascertain whether further intervention/clarification/reteaching is needed.