Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Catherine Dean

Date

April 2014

Subject/ Topic/ Theme Division as Repeated Subtraction (Lesson 3)

Grade _____3________

I. Objectives
How does this lesson connect to the unit plan?
This is the third lesson in my unit, which focuses on the next method to solving division problems.
cognitiveR U Ap An E C*

Learners will be able to:

Understand division as a way of repeated subtraction

Apply their knowledge of division to be able to solve division problems using the repeated subtraction method

physical
development

socioemotional

U
Ap

Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.MATH.CONTENT.3.OA.A.2
Interpretwholenumberquotientsofwholenumbers,e.g.,interpret568asthenumberofobjectsineachsharewhen56objectsare
partitionedequallyinto8shares,orasanumberofshareswhen56objectsarepartitionedintoequalsharesof8objectseach.For
example,describeacontextinwhichanumberofsharesoranumberofgroupscanbeexpressedas568.
CCSS.MATH.CONTENT.3.OA.A.3
Usemultiplicationanddivisionwithin100tosolvewordproblemsinsituationsinvolvingequalgroups,arrays,andmeasurement
quantities,e.g.,byusingdrawingsandequationswithasymbolfortheunknownnumbertorepresenttheproblem.
CCSS.MATH.CONTENT.3.OA.D.8
Solvetwostepwordproblemsusingthefouroperations.Representtheseproblemsusingequationswithaletterstandingforthe
unknownquantity.Assessthereasonablenessofanswersusingmentalcomputationandestimationstrategiesincludingrounding.3
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Students use the format of large group, small group, then individual instruction with nearly all
mathematical concepts.
Students can use manipulatives
Students know other operations including multiplication, addition and subtraction
Pre-assessment (for learning):

Outline assessment
activities
(applicable to this lesson)

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,

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Formative (for learning):

Formative (as learning):

Instructor will monitor the students progress during the activity

Summative (of learning):
Fill out a worksheet
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction

Students see the manipulatives,

hear the instructor, and work it out
themselves

Students see, write, move

manipulatives and hear the material

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Some students may prefer this
method to the grouping method

emotionally, etc., for your

students to do this lesson?

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback

Students help each other while

working on the issue

Students write and move

manipulative

Students work together

Provide options for comprehensionactivate, apply & highlight

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

Students see this lesson as a

short-term goal

Students continue to work on

small-group work, as well as
individual work

Students complete a handout

that has everything they need,
and students share their
thoughts with the class
Worksheet
Large unifix cubes

Normally- work with side by side partners

How will your classroom
be set up for this lesson?
III. The Plan
Time

Components
Motivation
(opening/
introduction/
engagement)

Development
(the largest
component or
main body of
the lesson)

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Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
-Introduce activity with an oral review of the
-Pass out materials
grouping method.
-Prepare for activity
-Ask if students have any other ideas of how to
solve division problems
-

-Go through first two examples with students

-Show how to take away the unifix cubes while
stuck together
- Be sure to keep piles separate (do not re-attach
the unifix cubes)
-Instruct students to complete the next example and
check with their side-by-side partner.
-Go over the example in a large group setting like
before
-Have students complete the examples while
answering questions and giving individual help for
about 10-15minutes

-Follow along with examples

-Complete examples

Closure
(conclusion,
culmination,
wrap-up)

-Have students share what the repeated subtraction

method is, and how they did the problems
-Collect sheets

-Put away materials

-Turn in sheet

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
Iwasobservedbymyprofessorforthislesson,anditwentaboutthesameasthelastlesson.Thestudentswererequiredtofillouta
worksheetthatwasverysimilartotheonebeforeit,whichgavethemoneareathattheyknewduringthenewmethod.Thestudents
enjoyedusingthenewmanipulatives,andmadeverylargetowersofunifixcubes.Althoughtheywerehavingagoodtime,itcould
havebeendistractingthatsomeofthetowersweresolongandbreakingwhentheytriedtostandthemup.
Again,mostofthestudentswereabletocompletetheworksheetwithallofthecorrectanswers.Iwasverypleasedwithhowmany
ofthemseemedtounderstand.Whenthestudentsdidaselfassessmentonthismethod,onlytwoofthemwerenotsureiftheywould
beabletocompleteanotherworksheetliketheonetheyjustdid.
Duringthislesson,Ididmybesttohavestrongstatements,goodbodylanguage,andtriedtosmileatthestudentsmorethanIdid
duringthepreviouslesson.

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