LESSON PLAN OUTLINE!

JMU Elementary Education Program!

Kati Peak !
Battlefield Park Elementary School, Amber dePass !
Wednesday, October 8, 2014 at 9am !

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A. Math 5/The Meaning of Division !
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B. CONTEXT OF LESSON!
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Over the past two weeks, the students have been working on computation. They reviewed addition, subtraction, and then multiplication. For each computation, the students
learned to estimate and explored the patterns. Students will follow a similar process with division. Repeated subtraction will be emphasized. !
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The students were introduced to division in third grade and continued practicing dividing
in fourth grade. They will expand on their knowledge of division during this unit. They will eventually represent quotients with decimals to the thousandths place. In sixth grade, the students
will apply their knowledge of division to multi-step story problems. !
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C. LEARNING OBJECTIVES!
Understand

Know

Do

U1: Students will understand

different meanings of
division.

K1: Different kinds of

division situations: Sharing
and Repeated Subtraction

U2: Students will understand

when division is necessary.

K2: Division vocabulary:

D2: Students will solve
divisor, dividend, quotient,
division problems.
remainder, inverse operations,
missing factor

U3: Students will understand

that multiplication and
division are inverse
operations.

D1: Students will use division

in sharing and repeated
subtraction situations.

D3: Students will draw

pictures to show division
situations.
D4: Students will find the
missing factor.

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D. ASSESSING LEARNING!
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Objective

Assessment

Evidence

U1: Students will understand

different meanings of
division.

Check and Practice on pg.134

Students will use sharing or

repeated subtraction to solve
practice problems.

U2: Students will understand

when division is necessary.

Check and Practice on pg.134

Students will be exposed to

various types of division
problems. They will begin to
identify the key characteristics
of division problems.

U3: Students will understand

that multiplication and
division are inverse
operations.

Check and Practice on pg.134

Students will find missing

factors in practice problems.
They will use their understand
of division as the inverse of
multiplication to solve the
problems.

K1: Different kinds of

division situations: Sharing
and Repeated Subtraction

Check and Practice on pg.134

Students will sharing and

repeated subtraction to solve
practice problems.

K2: Division vocabulary:

Interactive Notebook notes
divisor, dividend, quotient,
remainder, inverse operations,
missing factor

Students will identify the

various parts of division. They
will take notes on the parts in
their interactive notebooks.
They will use their knowledge
of the parts to solve practice
problems.

D1: Students will use division Check and Practice on pg.134

in sharing and repeated
subtraction situations.

Students will solve practice

problems with sharing and
repeated subtraction
situations.

D2: Students will solve

division problems.

Check and Practice on pg.134

Students will use their prior

knowledge and newly
obtained of division to solve
practice problems.

D3: Students will draw

pictures to show division
situations.

Check and Practice on pg.134

Students will use drawings to

help them solve practice
problems.

D4: Students will find the

missing factor.

Check and Practice on pg.134

Students will use their

understanding of division as
the inverse of multiplication.

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E. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL STANDARDS if required)!

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VA SOLs!
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5.4

The student will create and solve single-step and multistep practical problems
involving addition, subtraction, multiplication, and division with and
without remainders of whole numbers.

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F. MATERIALS NEEDED!
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Number Talk Problem !

Students interactive notebooks!
Division vocabulary notes !
Pencils !
Teachers edition of math textbook!
Students textbooks !

G. PROCEDURE!

1. Before the students leave for their resource, I will instruct the students to put their
math textbooks on their desks. !
2. At the beginning of the math block, the students will check their math morning work
as I go over the answers. I will answer any questions that the students may have.
After checking their math morning work, I will instruct their students to put their math
morning work in their morning folder.!
3. I will begin math instruction with a number talk. The number talk will highlight making
landmark or friendly numbers. !
4. I will instruct the students to solve the problems mentally. I will give the students 3
minutes to formulate a strategy for solving the problems. I will ask the students to put
their right hand in a fist and to put up as many fingers as they have strategies for
solving the problems mentally. !
5. When every student has at least one strategy, I will call on students to share their
strategies. I will write the strategies on the board and encourage the students to be
detailed in their descriptions of their thinking. I will highlight any strategies that the
students do not mention. !
6. Then, I will direct the students open their interactive notebooks to their table of contents. The students will write division vocabulary in their table of contents. !
7. The students will turn to the next clean page and write division vocabulary at the top
of the page. !
8. I will introduce division to the students. I will explain that we will be working with this
new type of computation. Then, I will begin to write the notes on the board as the
students write them in their notebooks. I will use a different color for each element of
a division problem. !
9. After taking notes, I will direct the students to turn to page 132 in their math textbooks. As a class we will discuss the two types of division situations: sharing and
repeated subtraction. We will follow the sequence of the book. We will complete the
Talk About It as a class on page 133. !
10. On page 133, we will talk about division as the inverse of multiplication. I will point
out that division problems can require you to find a missing factor. We complete the
Talk About It as a class on the bottom of the page 133. !
11. I will assign students to complete problems 1-8 on page 134. I will require the students to complete their work in their interactive notebooks. As the students work on
the problems, I will walk around the classroom to check up on individual students
and answer questions. !
12. After the students are finished with the problems, we will go over the answers as a
class. After going through all of the answers, I will ask the students which problems
they would like me to go over on the board. !
13. After going over the problems on the board, I will instruct the students to turn to the
next clean page in their notebooks and write pg. 196 Set 3-1 at the top. I will explain
that this is there homework. !

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H. DIFFERENTIATION!
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There are seven students in my class that have IEPs for various reasons. Four of the
seven students get pulled out for math instruction. !

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I will provide prepared notes for students that need assistance. I will alter the practice
problems for the students as necessary. Three of the students with IEPs that stay with the rest
of the class for math instruction receive individualized help from aides. !

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For the students that do not have an IEP, I will give them assistance as necessary. I will
explain and reword problems for students. !

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I.
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WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?!

Students may be afraid to participate in the number talk. If the same students continue to share,
I will call on other individuals to participate. !

Students may be embarrassed to ask for further explanation of problems from the in class practice. I will explain to the class that now is the time to asks questions. I will set up an environment
where the students are willing to share. !

Students may refuse to draw pictures to solve the problems. I will emphasize the importance of
creating illustrations that depict the information in the problem. !

Students may have similar questions while completing their practice work. I will address frequently asked questions to the whole class. !

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