Subject(s): Grade Teacher: Jennifer Eazell

Level:

Math 5th

Lesson Title: Date: 10/30/23 at 9:40am

Chapter 4, Lesson 4: Adjust 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)

Students will be able to find quotients of whole numbers with up to four-digit dividends and two-
Learning digit divisors using estimation and compatible numbers to adjust the possible quotients.
Objectives
 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). During the lesson, I will observe the
Assessments: individual responses during whole class discussion. After the 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
Formative direct product for assessment right after the lesson. 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 adjust their possible quotients. 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 adjust quotients when dividing
two-digit divisors and up to four-digit dividends using a group practice (Vertical Non-
permanent Surfaces) activity. This will allow students to work together to apply the skills
taught to them during the direct instruction and modeling portion of the lesson with my
support as I walk around the room and with the support of their peers.
 Independent Practice: Students demonstrate whether they are achieving the lesson’s
learning goals by completing some individual problems on their own back 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 guided practice activity. They will
trade of on roles to learn from each other to problem solve the questions given, which
are all taken from pages in their math workbooks. After the completing their group’s
 question, they will be collaborating with the class by taking notes and record the
solutions for additional problems in the math workbook. Students in each group will
provide step-by-step explanations of how to solve the problems (with my support) and
they will work together with the class to correctly answer and record the problems.

⇒ 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
Grouping 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
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.

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

Previous Lesson: Dividing using two-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 adjust the possible quotients when dividing numbers with two-
UDL Guidelines:
digit divisors and 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
UDL Multiple from/collaborate with their peers to solve the problems given. The instruction will
Means of… continue too when they are listening to their classmates share how their reached their
answer for each problem, which coincide with the problems within their math
Representation workbooks.
Engagement
⇒ Strategies: Some of the strategies I am using in the direct instruction are modeling and
Expression 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
Vertical Non-permanent Surfaces to engage the students in an interactive, and
collaborative activity to practice the skills modeled within the direct instruction 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 remaining guided practice questions with the other students as they
present their group’s work. After the guided practice activity, students will complete the
remainder of the independent practice page and the following page. Early finishers may
complete an enrichment worksheet related to the lesson provided within the My Math
Curriculum.

⇒ Activities: The main 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 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 adjust possible quotients, and dividing larger digit numbers) to complete
Closure
the “Check My Progress”, which we will be taking tomorrow. I will assure them that the Check
My Progress test is just for me to get an idea where they are at in their understanding, so that I
can adjust my instruction to help them best, so they should just to the very best that they can.

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 guided practice activity
Modifications portion of 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 also serves as additional visuals and modeling because students are learning from their
peers as they take notes on each group’s presentations of their problem, which correspond to
the questions in everyone’s math workbooks.

Accelerated Learners: I provide opportunities for accelerated learners to expand their learning by
taking the lead and collaborating during this 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
 After the lesson, I will reflect on how it went and note any modifications I will make when using
Teacher this lesson again in the future.
Reflection on
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.