Math Weekly Overview Week 9/25

Understanding the Lesson Progression

Go to the Eureka lessons and read through the teacher materials to get the flow of the lessons. As you work, note
Key points: Label the problems or questions that highlight key points
Questions: Underline questions you want to ask during concept development and debrief
Tasks: Star must do problems, cross out problems to cut, mark up problems with necessary adjustments (cuts or adjustments
should be based on alignment to assessment & standards)
Day/Aligned Objective Key Points Anticipated Misconceptions (and Cumulative Review &
Eureka Lesson how you will address them) Procedural Practice
Content
Foundational Deciding what to do with a Students may be confused One digit review
SWBAT interpret the remainder is easier in conceptually about what
remainder to one-digit contexts I can visualize and
model.
remainders are and how we
division problems
In real life we usually save rationalize them. Giving very direct
the remainder for later and specific examples of
(extra flour, extra paper remainders in their lives will help
etc.) or we add another with conceptual understanding
group to cover the
remainder (i.e. we add
another bus if we have extra
kids leftover).
Words like need tell us we
will have to add another
group to cover our
remainder. will be able to
tells us we will ignore our
remainder or save it for later.

FEEL the LOVE. LEAD the LEARNING. INSPIRE the CHANGE.

5.2.Topic E. Lesson SWBAT use divide by 10
16 patterns for multi-digit
whole number division.
Reteach/ST
Math
5.2.Topic F. Lesson
19 SWBAT divide two- and
three-digit dividends by a
multiple of ten with a
single-digit quotient.
FEEL the LOVE. LEAD the LEARNING. INSPIRE the CHANGE.
When I divide 420 by 10, I Students may still be confused with Single-digit
know that the number is place value and what dividing by a multiplication
going to get smaller on the Basic division
place value chart by one
multiple of 10 does. Reviewing
facts
place, so it becomes 42. place value and multiplication with Review rolling
When I divide 2,400 by 600, I multiples of 10 will help multiples of 10
know the number is going to (20, 30, 40, 50) in
get smaller by 2 places anticipation of 2-
because Im dividing by 6 digit division.
hundred. Then I know 24
divided by 6 is equal to 4.
1.
1. When I divide by a two-digit number, Students may still struggle with Review rolling
it is important to know how many single digit division. Moving to this numbers.
digits my quotient will have before I Review one-digit
start.
will require a reteach on
division.
Wednesday of single digit division Review rolling
2. I can roll any multiple of ten, if I for my low students. multiples of 10
just roll the multiples of the digit in the (20, 30, 40, 50)
tens place.
 C

FEEL the LOVE. LEAD the LEARNING. INSPIRE the CHANGE.