STEM 433/533 Lesson Planning Template

(Complete answers in Purple font)

Name: Briana Navarro Grade: 4th Topic: Long Division

Brief Lesson Description: Students will be instructed on how to complete the standard algorithm of long division using a step-by-step story
as a guide for them to remember the steps. These steps will include a beginning, middle, and ending for them to constantly replay in thie
their heads as they are completing each problem.

Specific Learning Outcomes: Students will use the story to help them complete their long-division problems. Students will also be given a
mnemonic device that will be taped to their desks that can refer back to.
How did this lesson develop as a result of your examination of research and data about employing culturally sustaining pedagogical
strategies? (Think equal opportunity, student interests, race, gender, disabilities etc.) This lesson does have the ability for SPED students to
follow along with their general education peers. Supplemental help will be provided if needed in cases of word problems. ESL students will
also be given supplemental assistance if needed by the Instructional assistant in the classroom.

Narrative / Background Information

Prior Student Knowledge: Students will need to recall
● Multiples up to 9
● Regrouping skills
● Estimation skills
● Place value
● Division steps
● Subtraction
Math VA SOL: Visual Arts VA SOL: NCTM Standard:
SOL Standard 4.4c Grades 3–5 Expectations: In
1.17 The student will create works of art grades 3–5 each and every
Students will: Estimate and determine inspired by a variety of sources and student should–
quotients with and without remainders subjects.
b) Create works of art inspired by stories or ● understand various
poems, ideas, and themes. meanings of multiplication
and division;
● understand the effects of
multiplying and dividing
whole numbers;
● identify and use
relationships between
operations, such as
division as the inverse of
multiplication, to solve
problems
Specific Problem-Solving Strategy being used:

Story telling long division is a method that incorporates Language Arts with Math. This method will contain a story that has a beginning,
middle, and end that students will use as a step-by-step process that students will follow to each time to solve division problems. This story
is a fun and inviting way for students to gain conceptual understanding of the skill.

Possible Preconceptions/Misconceptions:
According to the VDOE common misconceptions students might face when learning this standard could be:
● Finding the exact quotient first and then estimating the
● Not connecting the concept of place value when solving
● Not understanding the terms quotient, dividend, and divisor
● Disconnecting the steps of the logn division problem
● Not knowing their multiples

LESSON PLAN – 5-E Model

ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions: (Discrepant events are awesome to use
here)
DAY 1: Students will begin the lesson by opening their math journals and filling out a page on anything and everything they know about
division. This will take approximately 5 minutes and then that will be followed by some math discourse about what they have written down.

Students will then watch the following video on fact families and learn that multiplication is the inverse property of division
Multiplication and Division Relationships - Fun Math Videos for Kids 3rd Grade

Students will then complete the following few whole group questions on fact families

Small group instruction will be divided into station teaching:

Individual assignment: 2x2 Multiplication Secret code (Picture below)

Technology assignment: IXL M.3 completion to 80%, followed by Reflex math (multiplication fluency practice)
Ms. Navarro’s table: Fact Family Practice with the following worksheet

Homework: Students will complete the following worksheet for homework tonight for practice
EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:
DAY 2:
Students will begin today in their math journals
There will be the following numbers on the board (5, 4, 20; 8, 6, 48; 2, 10, 20). Students will draw the houses and complete the fact families.
Students will then be called to fill in the houses on the smart board that I have drawn.

This will be followed by homework review and then go into small group instruction

Individial Work: Students will complete the following worksheet

Technology work: IXL J.1 to 80%. Students will then follow this with Reflex math for multiplication fluency if they finish early.

Ms. Navarro’s table: Basic Division practice worksheet:

Homeowrk:

EXPLAIN: Concepts Explained and Vocabulary Defined:

DAY 3: Before students arrive to class, the following mnemonic devise will be taped to their desk.

Students will then hear the story of Divisor Dude vs. The Dividend Dragon. In their math journals they will complete their first set of 1x3
division problem using the steps of the story and their mnemonic device.

Small Group instruction will then start:

Individual work:

Technology work: IXL K.9 to 80% completion. Reflex math for multiplication fluency if completed early.

Ms. Navarro’s table: Students will complete the following worksheet on 1 by 3 division problems.

Homework:
Vocabulary:
● Quotient
● Dividend
● Divisor
● Multiple
● Inverse Operation
● Remainder
● Estimate

ELABORATE: Applications and Extensions:

DAY 4:
Students will begin in their math journal and solve 2-3 1 by 3 division problems. Followed by homework review. Today is also a “Ketchup,
Mustard and Pickles” day. Students will complete all IXL work they have not done. The students still struggling with the method will be
called to my table for extra practice.

Students will then be given a quiz review for homework as their is a quiz tomorrow.

EVALUATE:
DAY 5:
Formative Monitoring (Questioning / Discussion): Formative assessment will take place during all small group instruction. Modification and
supplemental instruction will be given if necessary

Summative Assessment (Quiz / Project / Report) (Include a rubric):

Plan for differentiation: (Be sure to specifically address the following learners)
● Students with high-incidence disabilities (e.g., autism, ADHD, mild learning disorders):
o These students will be given manipulatives to allow them concrete visuals to help them solve the issues. Those whose
IEP and 504 plans allow, will be able to use calculators. These students will also be given multiplication charts for them
to use while solving problems.
● ELL:
o Supplemental tools will be allowed for these students if they are allowed to have them, such as, translation devices.
These students will also be given concrete aids and multiplication charts to keep on hand.
● Gifted learners:
o These Students will be given the opportunity to learn 2 by 3 division if they so choose
Continued Plan for Differentiation: What specific activities will you have in place for each Tier of learning and why you chose them:
Tier 1 Tier 2 Tier 3
These students are showing conceptual These students are showing they need These students are not showing conceptual
understanding of the skill and be given some help. They will be given an alternate understanding of the skill. These students
more opportunities for them to challenged method to use (Box Method) if they find it will have their math journals monitored
easier than the story. closely to find out where he
misconceptions are taking place. They may
also receive extra multiplication practice.
These students will also be given the Box
Method as an alternate method of problem
solving.

Elaborate Further / Reflect: Enrichment:

● How will you evaluate your practice?
o Everyday students will do homework review and the work in their math journals will tell me what modifications need to
be done to instruction for success
● Where might/did learners struggle in the lesson?
o Students might struggle will remembering the story or losing track of their place during the story. Students might also
struggle with their multiples which is why Reflex math is used in my classroom for fluency practice.
● How can the lesson be strengthened for improved student learning?
 o This lesson could be strengthened by possibly allowing for another method (Box method) for those students struggling
with the story method.
● Did the lesson reflect culturally sustaining pedagogies? If not, how can this be enhanced?
o Yes, there are super heroes, cheeseburgers and dragons involved. This lesson is engaging and students enjoy hearing
about it.