Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Anika Slauer

Date

12/4/15

Subject/ Topic/ Theme

Estimate Quotients using Compatible Numbers

Grade ____4th_________

I. Objectives
How does this lesson connect to the unit plan? The students are beginning their journey towards long division after having completed a
multiples unit. The lessons to follow are a continuation in bridging the gap between multiples/multiplication and division. In this lesson they will expand
on the concept of estimating quotients using the basic facts that they know.
cognitiveR U Ap An E C*

Learners will be able to:

Recognize the nearest multiples of the divisor within the dividend then decipher which multiple is closer to the
dividend.
Understand the concept of compatible numbers, recognize them within the problems, and apply knowledge of these
numbers in order to solve.
Use compatible numbers to find two estimates that the quotient is in between.
Write and solve real-world problems using quotient estimation with compatible numbers.
Appreciate the process and simplicity of estimation in long division.

physical
development

socioemotional

RUAp
UAp
RUAp
UApC

x
x

Common Core standards (or GLCEs if not available in Common Core) addressed:
4.NBT.B.6
(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.

How to divide using multiples of 10

Know multiples of numbers 1-9
Know how to estimate quotients using multiples
How to round up and down
Pre-assessment (for learning): The students took a pre-assessment in October so I could gage how much
they knew about division and remainders.

Outline assessment
activities
(applicable to this lesson)

Formative (for learning): Checking whiteboard answers to see how the students compare as a whole,
and where they are at in comparison to where they need to be before doing their homework.
Formative (as learning): Students can compare their whiteboard answers to the answers at the front of
the class. They can also compare their answers within their pairs.
Summative (of learning): Homework will be collected the following day and their scores for their

math facts will be available for me to see online.

What barriers might this
lesson present?
This is a very difficult
lesson because there arent
easy steps to take in order
to get to the answer. The
students have to know their
math facts like the back of
their hand. The majority of
my students dont know
their math facts at this
point, so they may struggle
finding the two compatible
numbers.

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Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible
Students will be able to review
math facts on laptops. Also, they
will practice problems on
whiteboards and have steps
written out on their Journey to
Long Division sheets.

Provide Multiple Means of

Action and Expression
Provide options for physical actionincrease options for interaction
Trashketball and writing on
whiteboards.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
The students may choose their
own partners for the Journey to
Long Division problem. Also, the
students will raise whiteboards
when they have completed a
problem so that we can all be on
the same page rather than some
students working ahead. This
also allows me to check the
students answers and see who
comprehends the content to
avoid a threatening posture.

What will it take

neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
The students might become
emotionally drained due to
the difficulty of the topic.
The lesson will take a lot of
higher order thinking in
order for the students to
understand what the
problem is asking, as well
as how to solve the
problem.

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
All terms and steps will be
clarified on Journey to Long
Division page 5. I will also
introduce the terms at the
beginning of the lesson.

Provide options for comprehensionactivate, apply & highlight

Highlighting key words and
phrases in the homework to
make sure students are
answering the correct problems.
They will also write and solve
their own real-world story
problems.

Provide options for expression and

communication- increase medium
of expression
Using whiteboards, laptops, and
real-world story problems.

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback
The students can collaborate
with other students in order to
complete their story problems.
Also, I will be able to give
feedback as the students raise
their whiteboards and while I
walk around the classroom.

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

Providing the students with the

Journey to Long Division
packets gives the students a
way by which to review the
steps that they need to follow.

The students can compare

answers on their white boards
with the correct answer on the
front board.

Lesson 4.5 from math book, recycle bin, whiteboards, markers, pencil, Journey to Long
Division page 5, laptops, Elmo, projector, and computer

Every student has his or her own whiteboard, marker, and laptop.
How will your classroom
be set up for this lesson?
III. The Plan
Time
8 min

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Components
Motivation
(opening/
introduction/
engagement)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
-Work on division facts on
-Get laptops out and work on math facts.
www.themathfacts.com
-Put laptops away
-Ask students to put laptops away

2 min
-Students pull out whiteboards and markers
and follow along with problems as a class.

-Answer questions as prompted, and follow

problem on their whiteboards.

-Remember estimating with multiples at the

beginning of this week? Today were
estimating using compatible numbers--these
are numbers that are easy to compute
mentally.
5 min

5 min

5 min

15
min

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

-Example: A horses heart beats 132 times in 3

minutes. About how many times does it beat
in 1 minute?
Will a horses heart beat more or
fewer than 132 times in 1 minute?
Fewer--so we can divide
132/3
What are the multiples of 3? 3, 6, 9,
12, 15, 18
What basic facts do we know that 3
can easily divide into that are close to
132? Hint: use your knowledge of
multiples of ten and 3--we can round
up and down from 132. 12/3=120 and
15/3=150
Which is closer to the original
dividend? 120
Place value: 120=12 tens-- 12 tens/3=4 tens.
-Example: 1382/5
Multiples: of 5-- 5, 10, 15
Basic facts: 10/5 (1000/5) and 15/5
(1500/5)
1382 is between 1000 and 1500
Divide: 10 hundreds/5=200 and 15
hundreds/5=300
So 1382/5 is between 200 and 300
300 is closer to the dividend
-Example: 1718/4
Multiples: 4, 8, 12, 16, 20
Basic Facts: of 4--16/4 OR 20/4
Which is closer to 1718? 1600
16/4=4
1600/4=400
About 400
-Try on your own:
455/9= 50
1509/3= 500
176/8= 20
2795/7= 400

-Students will work on one problem at a time,

raising whiteboards once they finish the
problem so I can check their work.

-Use compatible numbers to find 2 estimates

that the quotient is in between (a.k.a. dont
solve)
5321/6= 800 and 900
1765/6= 200 and 300
1189/3= 300 and 400
2110/4= 500 and 600
5 min

-If Caden shoots 275 free throw baskets in 2

hours, about how many can he shoot in 5
hours?
About 700

5 min

-Put away whiteboards and pull out Lesson

4.5.
-Crumple first page of lesson

-Put away whiteboards, pull out math book

and Journey to Long Division, crumple page.

-Review the concepts from the lesson with the

5th page of Journey to Long Division
-Students will have the choice to work with
partners to write and solve their own example
on their Journey to Long Division page

5 min

Closure
(conclusion,
culmination,
wrap-up)

-Students write and solve their own problem

using estimation of quotients using compatible
numbers. Once theyre done they can move
on to homework.

-I will walk around checking students answers

and pull groups of 4-5 students at a time to
play Trashketball

-Throw paper into recycling bin.

-Highlight key words and phrases in the

homework
-Begin on homework

-Highlight, and start on homework.

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.)
I was unable to teach this lesson because the students had math in the afternoon today due to the schools Mini Market in
the morning. This lesson would be a trickier lesson for the students to understand because its hard to know what place value
to round up to. For example, 1382/5 is to be rounded up and down to 1500 and 1000 as opposed to 1380 and 1385. The
problems dont explicitly state where you should round to, so the students just have to go based on intuitiongranted they
wouldnt know how to divide 1385/5 yet; however, I could still see them getting confused. Also, there are a lot of numbers you
have to hold in your head in order to answer the final question. There are multiple estimates you have to make, and after
estimating you have to decide which number is closer to the answer. There is a lot of room of mistake within each problem,
and there are a lot of number that have to be written down and interpreted that its easy to lose sight of what the original
question was. The students did well on their Estimating Division Using Multiples assignment, which would give me hope that
they would understand how to complete these problems, because theyre quite similar conceptsthis lesson just uses larger
numbers that are multiples of 10s, 100s, and 1000s.
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