edTPA Lesson Plan

Name Kelly Durham

Lesson #, Lesson Title Lesson #5; Relate Subtraction and Division

Date and Day of the Week Wednesday, February 15th, 2017

Grade Level and Class 3rd Grade; Class 331
Period and Length Period 7&8: 1:10 pm – 2:37 pm; 1 hour 25 minutes
Materials Needed GoMath Workbook, pencils, projector, math notebook, manipulative, dry-
erase board, markers, computer, highlighters

Standards and Objectives

Standards: CCSS.Math.Content.3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number
of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be
expressed as 5 × 7.
CCSS.Math.Content.3.OA.A.3 Use multiplication and division within 100 to solve word problems in situations involving
equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown
number to represent the problem.1
CCSS.Math.Content.3.OA.A.4 Determine the unknown whole number in a multiplication or division equation relating
three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations
8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?

Learning Objectives: Students will learn how to use repeated subtraction and a number line to relate subtraction to
division.

Central Focus: The relation of subtraction and division.

Academic Language Demands: Key vocabulary words that are essential for students to understand this lesson include
the following: division, dividend, quotient, divisor, divide, and subtraction. In the previous lessons in this unit students
were introduced to the vocabulary words division, quotient, divisor, and dividend. Subtraction is a vocabulary word that
the students have already mastered from previous math. If students do not understand these vocabulary words, then it will
be difficult at times for them to be engaged in the lesson. For complete engagement and understanding of this lesson, the
students need to use their academic language for math. Meaning that the students need to use phrases like “subtract 2” or
“take away 2” or “the quotient is 6” or “the division sentence is”. Using their math language will reinforce the vocabulary
for the students and help them to become acclimated to it. The students will use all their language functions in this lesson:
reading, writing, listening, and speaking. The reading is essential because the problems for this lesson are word problems.
Reading and comprehending what is being asked is essential to computing the correct answer. Supports for the language
demands will be given by modeling for the students how to speak with their math language.

Instructional Strategies and Learning Tasks that Support Student Needs

Time Action Rationale

Launch (Motivation) Having the students physically

model how subtraction and
Call upon 10 students to come to the carpet. I have 10 students on the division can relate will give them
carpet, every hour two students are allowed to leave the carpet. How something to remember. It is a
15 min many hours will it take for all the students to leave the carpet? I will demonstration that will help them
take away two students, and ask how many students are left? I will better understand the lesson.
take away two more students, again how many students are left? We Acting it out gets the students
will do this until there are no more students on the carpet. I will then excited to learn and gives them a
ask how many times did we take away two students? So how many tangible example. Discussing
what they will be learning can
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 hours will it take for all the students to leave the carpet? This is our assist the students with their
quotient. What would our division sentence be? learning process.

Have students copy down their purpose for learning and their essential
question. Discuss with the students that today their purpose for
learning is to use repeated subtraction and a number line to relate
subtraction to division.

Instructional Procedure (Explore)

Start with demonstrating the Unlock the Problem. “Do students at I will call upon the students to
your school bring in items to recycle? Read the problem to find out answer the questions. They must
what Serena and Mandy brought to school for recycling.” The follow along in their GoMath
15 min students need to understand that they need to first find the total number workbooks as I model the
of newspapers both girls brought in each day and then divide to find problem. I will ask guiding
how many days the girls brought in newspapers. questions to have the students
engage in the lesson. These
One Way! – Demonstrate the problem using repeated subtraction to questions will also help to show
divide. (This will be modeled for the students on the projector.) After the students’ understanding. After
demonstrating the problem, ask: the modeling, the students are
asked to independently do
 Explain in your own words how to subtract to divide.
exercises to check for
 Why is it important to keep subtracting until you get 0? understanding.

 What is an advantage of using division to solve the problem?

Another Way! – Demonstrate the same problem using the number line
to count back to 2s to divide. (This will be modeled for the students on
the projector.) After demonstrating the problem, ask:

 Why did you start at 12 and count back by 2?

 What do the number of jumps represent?

The students would now have an informal quick check assessment.

Independently, the students will be asked to complete exercise 2 and 3
in their books. Each exercise demonstrates the two strategies I just
10 min modeled for the class. When they have independently finished their
exercises, I will circulate the room. If the student completes exercises
2 and 3 correctly, they may continue with their independent work. If a
student miss exercises 2 and 3, their instruction will be differentiated
with reteach 6.5.

Structured Practice and Application

After the check point students will be given time to work in their math I want the students to work in
groups on the rest of the exercises in their book. This time gives them groups to be able to discuss the
the opportunity to practice the new strategies they just learned for new strategies they are learning.
40 min division and to discuss them. I will be circulating the room checking Being able to hear their
their work and answering questions. For those struggling with this discussions will help me to see
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 concept, they will be given the reteach to assist with their learning. what the students are thinking.
For those who seem to have mastered the exercises, they will be given Working the problems together
the enrichment exercises. When their time is up, I will bring the class can help the students build their
back together as a whole. We will discuss certain exercises that they knowledge. The supports for the
completed. Students will be called to the projector to present their students are the reteach and
work. Exercise 8 requires students to write a word problem that meets enrichment exercises, as well as
the criteria of a division model. Students can write a sharing or equal me circulating the room to answer
groups division problem. Students can share their problems with the questions.
class. I will ask the rest of the class to tell whether the problem is
finding the number of equal groups or the number in each group.

 How did you find the divisor to write the division equations in
Exercises 5 and 7?

 How did you find the divisor to write the division equations in
Exercises 4 and 6?

 Which strategy did you use to solve Exercises 9-12? Explain.

 What other strategies could you use to solve Exercises 9-12

The assessments after their practice are the student responses given to
the posed questions, as well as the student presentations at the
projector. Their responses and presentations will show whether they
can relate subtraction to division.

Closure

5 min We will go back to the essential question. The students will be given a
minute or two to write down their response and then there will be a
brief class discussion about how we would answer our essential
question, how is division related to subtraction?

PLANNING COMMENTARY

Describe your students. (What they know and can do related to the Central focus…include students’ culture,
experiences, language background, practices and interests This is your context for learning.
The students in this classroom all come from different backgrounds. Related to the central focus the students already
have a lot of knowledge on subtraction from their previous years of math. The division is what they have been learning
and this is the 5th lesson, so they are building their understanding. They will be able to use their knowledge to relate
subtraction and division. The problems that I will be modeling deal with recycling so I can ask the students if they
recycle at home or here at school. This can peak their interest and make it relatable to their life.
How does this lesson connect to and build on prior learning or previous lessons?
The skills necessary for the students to be successful in this lesson are knowledge of how to do subtraction problems,
knowledge of a number line, and knowledge of division. The students are still building upon their knowledge of division,
but they have a complete understanding of subtraction and number lines. The students need to know what a dividend is,
what a divisor is, and what a quotient is. This lesson connects to the previous lessons because the main focus is still on
division. In previous lessons, the students were learning how to separate their dividend into equal groups and learning
how to find how many equal groups there are. This lesson is building upon their previous knowledge by taking it one step
further. Instead of drawing diagrams, the students can now use repeated subtraction or a number line to divide. Some

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gaps in the students’ knowledge are their times tables. Not all the students have mastered their multiplication facts,
therefore, some of them seem to struggle with division. However, the support is that the students are supposed to be using
a number line or repeated subtraction for this lesson. One common error is that the students may forget to continue their
subtraction or their jumps all the way to zero when counting back to divide. The students must be reminded that when
they skip counted to multiply that they started at zero. The same stands for this, when counting back they need to go all
the way to zero. The strategy for the whole class instruction is to model problems. For the students who don’t seem to
master and don’t correctly complete the checkpoint, they will be given the reteach for this lesson. For the students who
seem to have mastered the lesson, once they have completed the exercises they will be given the enrichment exercises.
The students will be working together in their math groups.

How will this lesson prepare students for subsequent lessons?

This lesson connects with the previous lessons because it is the succeeding lesson in the GoMath unit. The previous
lessons gave students strategies to divide numbers into equal groups by drawing a picture and using a bar model. This
lesson gives more strategies for the students to use when dividing: repeated subtraction and a number line. This lesson
will prepare the students for their future lessons by adding to their strategies for division. The students will continue to be
working on and learning about division, so this lesson will continue to be built upon in the future.

Teacher Self-Assessment and Reflection

My lessons build upon each other by continuously building the students’ knowledge and understanding of division. The
lessons are in the order that GoMath puts them in and they continually build upon the other by adding more strategies,
more explanations, and more practice. The diverse learners in the class are being accommodating by modeling problems,
having checkpoints, providing the reteach and the enrichment exercises for the students who need it, and by having
discussions. I think some problems may arise with the first example of repeated subtraction. Hopefully, through
modeling and discussion that the students will understand that division is repeated subtraction. If I needed to, I could use
the counters that they are used to seeing to demonstrate repeated subtraction by continuously taking away X number of
counters. The assessments given provide evidence of the learning objective because during the checkpoint I will be able
to see whether the students can relate subtraction and division through counting and a number line. I will also be able to
see if they accomplished the learning objective at the end of the lesson when we go over the exercises and have
discussions. Lastly, I will be able to see whether the students have accomplished the learning objective through our
closing discussion of the essential question.

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