Student Names (Roles): Tammy Brown (Leader), Camilo Zamora (Media

Coordinator), Abby Comprelli (Rubric), Erin Zack (Lesson Plan Design), Jimena
Garcia-Martinez (Rubric), Estefania Lizarazo (Rubric)

Technology Integration Lesson Plan

Lesson Plan Title: Dividing Fun

Concept / Topic: Divisions with Remainders

Grade Level

Fifth grade

Standards: (ITSE and NC Technology Standards)

Math Content Standard:

[Link].6 Find quotients with remainders when dividing whole numbers with up to four-digit
dividends and two-digit divisors using rectangular arrays, area models, repeated subtraction,
partial quotients, and/or the relationship between multiplication and division. Use models to make
connections and develop the algorithm.

Technology Standards

1.1 Empowered Learner

Students leverage technology to actively choose, achieve, and demonstrate competency in their
learning goals, informed by the learning sciences.
1.1a Learning Goal
Students articulate and set personal learning goals, develop strategies leveraging technology to
achieve them and reflect on the learning process itself to improve learning outcomes.

1.1b Customized Learning Environments

Students build networks and customize their learning environments in ways that support the learning
process.

1.1c Feedback to Improve Practice

Students use technology to seek feedback that informs and improves their practice and to
demonstrate their learning in a variety of ways.

1.1d Technology Operations

Students understand the fundamental concepts of technology operations, demonstrate the ability to
choose, use, and troubleshoot current technologies, and are able to transfer their knowledge to
explore emerging technologies.

Technology Integration: Google Classroom, Google Slides, Teacher Input, Demo Video

General Goal(s):

Students will know and be able to do:

Know:
· Division means equal shares
the definition of dividend, divisor, and quotient.
· How to set up a long division problem.
Do:
· Use multiple strategies to find whole-number quotients of up to four-digit dividends
and two-digit divisors.

Instructional Events Teaching/Learning Activities Materials and Time

& Classroom Setting

Table groups will be given a small

I. Focus and Review bag of M&M’s. They will need to Time: 5 to 10 minutes
(Establish prior decide how many M&M’s each
knowledge) person at their table will receive. Materials:
Afterward, they will be shown the
vocabulary words from the lesson a small bag of M&M’s
on the board. Students will decide
how each word fits into the
scenario. Students will be asked
how they could represent the
sharing of the M&M’s as a math
problem.
II. Statement (Inform Time: 3 and 5 minutes
What strategies do effective
student of objectives)
problem-solvers use to divide whole
Material: Individual
numbers?
computer access,
· How/why do I Internet access to access
estimate quotients? Google Slide, Google
· How do I use place Classroom:
value to explain division? Effective Division S…
· How do I use
rectangular arrays and/or
area models to solve
division problems?
· How do I solve word
problems involving
division?

Key vocabulary to preview and

vocabulary strategy:

divide, divisor, dividend, quotient,

remainder, multiply, factor, product,
area model, algorithm, repeated
subtraction, sharing division, and
partial quotient.

Students are expected to use the

vocabulary terms correctly when
answering class questions and
discussing problems with other
students. Students will label the
parts of a division problem using
the vocabulary terms. Poms will be
distributed when students are
observed using vocabulary
appropriately without being
prompted.
III. Teacher Input (Present Learning Activity 1 Time:50 mins.
tasks, information, and
guidance EQ: How can I estimate quotients? Material: individual
computer access,
Students will learn to estimate Internet connectivity to
quotients by first rounding the access Graphic
divisor to a multiple of 10. Then, Organizer, Google
skip count with that multiple until Classroom, Frayer
they reach the one that is closest Model,
to the dividend. This will allow Frayer Model Temp…
them to round off the dividend and
divisor and estimate their quotient.

Learning Activity 2,

Students will learn to divide by

double-digit divisors by first
focusing on divisors that are
multiples of 10. Encourage
students to use the multiple “cheat
sheets” as needed.

Learning Activity 3

Zearn - Dividing Whole Numbers Zearn Video

(Two-digit dividends/divisors)
*Algorithm*

Students can copy the problems

from the “notes” section in their
INB’s

Learning Activity 4
Interpreting
Remainders
Students will take notes on how to
Powerpoint Link
interpret the remainder after
solving a word problem involving
division (Google Slides)

Learning Activity 5
 Remainder Sort

In groups of 4, students will work Remainder Sort Game

together to read and work out story Link
problems. They will need to decide
which remainder strategy is
needed for each problem.

You can do the guided groups and

independent groups on pg. 52 - 55
while the class is completing this
activity.

IV. Guided Practice (Elicit Guided practice is where the Time: 1 hr

performance, provide teacher is modeling and
assessment and completing the expectations and Material: Students will be
feedback) procedures with the teacher. This introduced to Google
is often in preparation for the Slides and Google
independent practice and Classroom to create
sustaining comprehension of presentation. Demo
Create a demonstration of concepts addressed during the attached.
the tool (video) similar to lesson.
the one you want your Demo Video
students to create that
would meet all of your
rubric criteria.

Assessment Prompt for LA 3

V. Independent Practice Solve 85 divided by 24 Time: 15 mins.
(Retention and transfer)
Assessment Prompt for LA 4 Materials: Dry-erase
After solving a word problem board and Dry-erase
together as a class, students will marker to solve problems
“turn and talk” and discuss the
remainder’s meaning in the
problem.

Assessment Prompt for LA5:

Create a word problem that will
result in a remainder that should
be used as the answer to the
problem.
 VI. Closure (Plan for Reflective beach ball: Time: 10 mins
maintenance)
1. Toss one beach ball around Materials: beach ball,
the classroom with different work in teams of two.
questions reflecting on
today's lesson.
2. Toss another beach ball
around with different
division problems

Examples: What are you most proud

of from today’s lesson?

How did you overcome any

challenges?

What did you find most interesting?.

Final Reflection

During this project, my group divided the different sections. Erin and I worked

on the lesson plan. We met once a week via Zoom to discuss and add to our

lesson plan weekly. Abby, Jimena, and Estefania worked on the rubric, and

Camilo did the video. Once each small group completed their part, we would

send it to everyone to review and ask for their input. I thought working in

small groups within our group was helpful since different tasks made up this

project. However, it was also tricky because this is an asynchronous class, so

we’ve never worked with or seen these people in person. We had to figure

out and discuss what times and dates worked best for people, and that was

the most challenging part since everyone had crazy schedules.