Lander University Teacher Education Lesson Plan Template

Rev. 2013

Teacher Candidate: Michael Gresham Subject/Grade: Mathematics/4th Grade Learning Objective:

Lesson # 1 Date and Time of Lesson: 10/1/2013; 10am

Topic: Division with Repeated Subtraction

When finding whole number quotients, fourth grade students should be able to use the properties of operations.

Alignment with Standards: Common Core Standard: CCSS.Math.Content.4.NBT.B.6 Find whole-number quotients and remainders with up to fourdigit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

NCTM Process Standards NCTM Standard 1- Problem Solving NCTM Standard 2- Reasoning and Proof NCTM Standard 3- Communication NCTM Standard 4- Connections NCTM Standard 5- Representation Developmental Appropriateness or Cross-curricular connections: The students in my fourth grade class have learned about subtraction and division in earlier grades, so the basic foundation for each should be recall for the students. For the beginning activity, the students should know how to act appropriately in class, due to a district-wide implementation of the Positive Behavior Intervention System (also known as PBIS). When working with another student in math, students know to keep the voice-level to a minimum and students have a working knowledge of how to act when working with students. Assessment(s) of the Objectives:
What assessment(s) will you use to determine student learning (pre, during, post)? Each objective should be aligned with an assessment. Lesson Objective(s) Assessment(s) of the Objective(s) PRE- Students will solve a realworld connections problem before instruction begins. (Activity 1) DURING- Students will work on guided practice and independent practice in their MyMath textbooks.. POST- Students will complete a post-assessment worksheet composed of six repeated subtraction using division problems, two find the unknown number problems Use of Formative Assessment The post-assessment will be used for the teachercandidate to see how well the students mastered the concept of division with repeated subtraction. The post-assessment will also feature two problems from the first lesson, to see how well the students comprehended material from the first lesson as well. This will indicate to the teacher-candidate if

When finding whole number quotients, fourth grade students should be able t use the properties of operations

Lander University Teacher Education Lesson Plan Template (from previous lesson), and two word problems. n/a re-teaching is needed the following day.

Rev. 2013

Objective 2 n/a

Accommodations: (should show use of TWS 1 data)

For the student who often does not like working with other students (found after TWS 1 was due), this student will be allowed to work on his own. For kinesthetic learners, they will be allowed to participate in the in class demonstration, to get them moving and involved with the lesson, which greatly helps their learning styles. For visual learners, there will be visual demonstrations on the smartboard, provided by the teacher-candidate. For auditory learners, repeated directions and a clear voice are beneficial to these students and the teacher-candidate will ensure that all of the learning needs will be met. The student who cannot sit still, this student will be allowed to move around and work in a place to where he is quiet and can focus on his work.

Materials: 10 selected students for in class demonstration (pre-determined by cooperating teacher and teacher-candidate) Multi-Colored Team Name Cards (colors: orange, blue, green, yellow, red) Smartboard MyMath Teachers Edition Procedures: Include motivation techniques, grouping, instructional strategies (steps in the lesson), probing questions*,
and lesson closure. Refer to rubrics for specific items that should be included in every lesson plan. *Procedures must include probing questions that will be asked during the lesson. Probing questions focus student attention on important elements of the lesson and help them think more deeply about the concepts.

Setting the Purpose o Yesterday in our lesson, we learned about how multiplication and addition go together. o Today, we are going to learn how subtraction and division are related. o The teacher candidate will then remind students of the Essential Question for the chapter. o Essential Question: How are multiplication and division related? o Yesterday, we learned a song to help us with todays lesson. o I am going to play it for you and I want to see each of you singing along with the song. o The teacher candidate will play the song from the MyMath Online Program. o Once the song is complete, the teacher-candidate will transition students into the lesson for today. Introduction and Connection to the Real World/Pre-Assessment (NCTM Process Standards Used: Problem Solving (1), Reasoning and Proof (2), Communication (3), Connections (4), Representation (5). o The teacher-candidate will have ten students come up to the front of the class. The teacher-candidate will have the students in a line to begin. Two students will be removed at intervals (2 students per team with colors such as: yellow team, green team, red team, orange team, and blue team). After students are in five teams, we will then look at the problem as a division problem. We will come up with the number

Lander University Teacher Education Lesson Plan Template

Rev. 2013

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sentence 10 divided by 2. After the students have identified the number sentence, we will then look at the relationship between subtraction and division. Example is below: Ten Lakeview students have been selected for a race. There will be five teams with equal members. (The ten selected students will come up to the front of the class) If we have ten students and there will be five teams, what would our number sentence look like? (Question for students: How did you know that was our number sentence? or How did you come up with that answer?) (Students should come up with 10 divided by 5) Teacher-Candidate will then pair two students as the YELLOW TEAM. Teacher-Candidate will then show the relationship with (10 students 2 students = 8 remaining) Teacher-Candidate will then pair two more students as the GREEN TEAM. Teacher-Candidate will then show the relationship with (8 students 2 students = 6 remaining) Teacher-Candidate will then pair two additional students as the RED TEAM. (6 students 2 students = 4 students) Two students will be paired as the ORANGE TAM. (4 students 2 students = 2 students) The two remaining students will be paired together as the BLUE TEAM. (2 students 2 students = 0 students) The teacher-candidate will use a timeline for visual learners (subtracting backwards from ten after each pair of students are paired off and subtracted from the main group). At the end of the lesson, the timeline should look like this:

o The teacher candidate will then explain that each time we paired teams, we were subtracting two students, thus we were using repeated subtraction. We will the fill out a chart, identical to how the problems look in the My Math textbook for students. o How did we use repeated subtraction in our story? o Students will have a few moments to collect their thoughts. o The teacher candidate will ask students to share their thoughts. o After each student has answers, the teacher-candidate will ask questions such as: How did you come up with that answer? or Can you show me where? Math in My World (p. 141 of student textbook) o The teacher-candidate will read the following statement at the top of the page: You know that repeated addition can be used to multiply. Repeated Subtraction can be used to divide. o Lets look at example 1. o Teacher-Candidate will point to the first example. o To have the students read along with the teacher-candidate, the teachercandidate will say the following, Read the following problem with me. Problem: Wyatt is giving 15 colored pencils to three friends. How many colored pencils will each friend get?

Lander University Teacher Education Lesson Plan Template

Rev. 2013

o So lets work this problem out together. o How many colored pencils does Wyatt have to begin with? (Students should say 15 colored pencils) o How many friends does he want to give colored pencils to? (Students should say 3 friends) o So what does our division problem look like? (Students should say 15 3) o Did you know we can use repeated subtraction as well to find 15 3. o What is our first step when using repeated subtraction? (Students should say that we need to use the following problem, 15 -3 = ____) o What is 15 3? (Student will be asked to solve the problem; answer is 12) o Remember, we have to get to zero before we can solve our problem, so lets keep going. o Now that we have 12 as our answer, we need to move the twelve into the next box. o Now we have the following problem, 12 -3. o What is 12-3? (Student will be asked to solve the problem; answer is 9) o Now that we have 9 as our answer, we need to move the nine into the next box. o Now we have the following problem, 9-3. o What is 9-3? (Student will be asked to solve the problem; answer is 6) o The remaining numbers, we will solve together, aloud, until we have reached zero as an answer. o Now that we have a zero, we need to count at how many times we subtracted. o How many times did we subtract 3 from 15? (Student will be asked to answer; answer is 5) o So 15 3 = what? (Student will be asked to answer; answer is 5). o So, each friend will get how many colored pencils? (Student will be asked to answer; answer if 5 colored pencils. Using a Number Line to Skip Count Backwards (p. 142) o The teacher-candidate will read the following aloud with the students. o To have the students read along with the teacher-candidate, the teachercandidate will say the following, Read the following problem with me. Problem: The students in Mr. Banthas class are helping set up games fo r Family Fun Math Night. Each game can have four players. How many games will be needed for 12 people? o What is the number sentence? (Students should understand that the problem is 12 4) o Did you know that we can skip count backwards on a number line to find our answer? o Teacher Candidate will point to the number-line on the page. o Lets skip count backwards by 4 until we reach zero. o Teacher Candidate and students will skip count backwards until we reach the number zero. o Lets count the number of times four was subtracted. (Answer: 3) o Teacher Candidate will refer the question: The model shows that 12 - __ - ___- ___ = ___ o The teacher candidate will then ask the students to fill in the blank. After the model is complete, it should look like this: 12-4-4-4 = 0.

Lander University Teacher Education Lesson Plan Template

Rev. 2013

o Four was subtracted how many times? (recall question; answer 3 times.) o So we can infer that 12 4 = 3, correct? o So how many games will needed? (Answer: 3 games) Guided Practice on Division with Repeated Subtraction (p. 142) (NCTM Process Standards Used: Problem Solving (1), Reasoning and Proof (2), Communication (3)) o The teacher candidate will ask the students to turn to the guided practice section of their MyMath Student Editions. o The teacher candidate will give instruction based on the problems in this section. o The teacher candidate will ask students to answer questions throughout such as: What is Number 1 minus Number 2? What does (Number 1 minus Number 2) equal? How many times did we subtract? What is (Number 1 divided by Number 2) equal? o After each question asked by the teacher candidate, the teacher candidate will ask the students questions about their thinking such as: o What did you do to get that answer? o How did you know? DURING ASSESSMENT: Teacher will assess based on students mastery when coming up and solving problems, also with the questionnaire. For students who are not called up to the board, during work time, the teacher candidate will walk around, looking at each students work process. If the teacher candidate notices errors in their work, he will stop and help the student. (If this continues into independent practice, more help will be given). Independent Practice on Division with Repeated Subtraction (NCTM Process Standards Used: Reasoning and Proof (2), Communication (3)) o Once the guided practice portion is completed, the students will be asked to move into their Independent Practice. o Independent practice is for students to work on problems that mimic the ones in which we reviewed during the introduction and guided practice. o The teacher-candidate will be walking around monitoring and assisting struggling students. o After the appropriate work time, the teacher-candidate will review the problems. o Students will be asked to answer questions, however, they will not only be answering the questions, they have to give their reasoning and thought to how they solved the problem. Activity 2 (Talk it Out) o The teacher candidate will ask the students to work together to solve five problems in which will be displayed on the smartboard. o Each group must talk with each other to solve the problems. o Each table will be assigned to talk to the class about the problem, as well as solve the problem. POST ASSESSMENT: After the students have completed the independent practice, the teacher-candidate will hand the students a post-assessment. The post assessment contains six problems, that closely mimic the problems in which the students have completed during the lesson. There are two problems that recall information learned from yesterdays lesson, and two word problems that mimic the information from todays

Lander University Teacher Education Lesson Plan Template

Rev. 2013

lesson, where students will have to create a number sentence. Conclusion o Today we learned about how division and subtraction are related. o The teacher candidate will review the essential question with the students. o After reading the essential question, the teacher-candidate will ask the students the following question: Tell me one thing you learned today in our lesson. o The teacher candidate will take a selection of students to answer. o The teacher candidate will then assign the students their nightly homework, which is the My Homework section from their textbook (attached). Students will be asked to put this in their folder, that way it is already packed and ready. o After the students have packed their homework and cleared their desks, the control of the classroom will be handed back to the cooperating teacher for transition into science. Activity Analysis: (should show use of TWS 1 data)
Identify at least two activities you plan to use in this lesson and explain why you are planning these specific activities. In your explanation include the following prompts: Activity 1: The Great Race (introduction) The teacher-candidate will have ten students come up to the front of the class. The teacher-candidate will have the students in a line to begin. Two students will be removed at intervals (2 students per team with colors such as: yellow team, green team, red team, orange team, and blue team). After students are in five teams, we will then look at the problem as a division problem. We will come up with the number sentence 10 divided by 2. After the students have identified the number sentence, we will then look at the relationship between subtraction and division. Example is below: o Ten Lakeview students have been selected for a race. o There will be five teams with equal members. o (The ten selected students will come up to the front of the class) o If we have ten students and there will be five teams, what would our number sentence look like? o (Students should come up with 10 divided by 5) o Teacher-Candidate will then pair two students as the YELLOW TEAM. o Teacher-Candidate will then show the relationship with (10 students 2 students = 8 remaining) o Teacher-Candidate will then pair two more students as the GREEN TEAM. o Teacher-Candidate will then show the relationship with (8 students 2 students = 6 remaining) o Teacher-Candidate will then pair two additional students as the RED TEAM. o (6 students 2 students = 4 students) o Two students will be paired as the ORANGE TAM. o (4 students 2 students = 2 students) o The two remaining students will be paired together as the BLUE TEAM. o (2 students 2 students = 0 students) o The teacher candidate will then explain that each time we paired teams, we were subtracting two students, thus we were using repeated subtraction. We will the fill out a chart, identical to how the problems look in the My Math textbook for students. 10 divided by 2 = ____ ___ minus 2 = ___ ___minus 2 = ___ ___ minus 2 = ___

Lander University Teacher Education Lesson Plan Template ___ minus 2 = ___ ___ minus 2 = 0

Rev. 2013

How each activity (instructional strategy) supports the lesson objective(s). o This lesson supports the learning object, as students will be finding a whole number quotient in the problem 10 divided by 5. We will also be using the properties of operations, which is repeated subtraction to find the quotient. How the activities stem from student characteristics, needs, and/or contextual factors identified in TWS 1. o In the student characteristics section of TWS, most of my students enjoy a variety of sports including running. With this aspect of sports, this should engage many students. Also, some students have been identified as kinesthetic learners, so for them, physically becoming involved in the lesson, will help them tremendously when learning the content of the lesson. What technology you will use to implement the activities, how the technology will be used, and who will use the technology. If you do not plan to use any form of technology, provide a clear rationale for its omission. o For this portion, the smartboard will be used. The reason for this implementation of smartboard usage for the teacher candidate to write the problem and the repeated subtraction problems on the board. This will be a great visual for students, to see how the types of problems they will be working on are solved. Activity 2: Talk It Out

o The teacher candidate will ask the students to work together to solve five problems in which will be displayed on the smartboard. o Each group must talk with each other to solve the problems. o Each table will be assigned to talk to the class about the problem, as well as solve the problem.
How each activity (instructional strategy) supports the lesson objective(s). o This lesson supports the learning object, as students will work together with the members of their table, to solve five problems. The students will also have the chance to come up and explain their problem to the whole class and give their explanation of how they solved it, showing the work, step by step. How the activities stem from student characteristics, needs, and/or contextual factors identified in TWS 1. o In mathematics, the teacher often has the students group with their table mates and learn from each other. This will stem from the cooperating teachers use of this method, as the students can use each other to solve the problem. This also creates communication between the students and gives students a chance to showcase their skills and talk about different ways to come to the answer. What technology you will use to implement the activities, how the technology will be used, and who will use the technology. If you do not plan to use any form of technology, provide a clear rationale for its omission. o The smartboard will be used to show the progress of the problem at the end of the activity. However, during the activity, no technology will be used, as this time is for student to student communication and instruction. The purpose of this activity is to solely have the students working with other students to come up with the solution.

References: All lesson ideas were generated by Michael Gresham, Teacher Candidate, Lander University
staffdev.henrico.k12.va.us/.../media/math_summit_lesson_analysis.doc (List of NCTM Standards) http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.html (practicing smartboard manipulatives) https://www.mheonline.com/mhmymath/index.php (indicating the standard for the lesson and activity) My Math Teacher and Student Edition (the pages from the student edition textbook, are attached). This information was displayed on the smartboard throughout the lesson.