Elementary Education Lesson Plan Template

Name: Taylor Zimmerman

Content Area: Math
Grade Level: 4th
Lesson Length: 20 to 30 minutes

For each section, refer to the Lesson Plan Rubric for more information about what to include.

Contextual Information and Rationale

Provide background information about the content lesson, including why it is important for students to learn, why it is relevant for their
lives, and how this lesson fits into a broader sequence of learning.

We are beginning division this week after finishing up partial product and box method multiplication. Division is the next content
strand in investigations and it makes sense to follow with it after multiplication. On Thursday I am introducing them to partial product
division which looks at how the divisor can be multiplied to get to the dividend. This strengthens students understanding of
multiplication and place value.

Lesson Objectives
State and/or National Standards: Learning Targets:
4.4 The student will
1. a) demonstrate fluency with multiplication facts through Students will know what a dividend, divisor, and quotient are.
 12 12, and the corresponding division facts They will be able to label distinguish the difference between
2. c) estimate and determine quotients of whole numbers, them when looking at a written-out problem and when solving a
with and without remainders and problem.

Students will be able to use their knowledge of multiplication to

solve division problems before we move onto the traditional
algorithm.
Students will be able to extract the important information from
a division word problem that will allow them to solve for an
equation.

Assessment Descriptions:
Describe how you will assess students.
I will be assessing students formatively
based on their participation in our whole
group lesson. I will go around frequently
and check to make sure everyone is writing
the information down in their math
notebooks.
The word problems will be projected onto
the whiteboard and students will at first be
watching me solve the problems and
engaging in discussion back and forth with
me about how to solve the problem and
then they will be called on to come to the
board and solve the problems themselves. I
will be able to tell who is getting it and
following along and those who are not. I
Assessment
Criteria: Describe how students will
demonstrate mastery.
Students will demonstrate mastery by
using the method I teach them that day
instead of grouping, drawing pictures, or
using the traditional algorithm of divide,
multiply, subtract, and bring down. We will
move on to the algorithm once we have
mastered partial product division. This
shows me that students understand place
value and double digit numbers. For
instance, 70 divided by 5 in the traditional
algorithm teaches students to see how
many times 5 goes into 7, to put the one
up top, then subtract to get 2 and bring
down the 0 to get 20. The partial product
way teaches students to look at the whole
Use of Assessment: Describe the feedback
you will provide, potential plans for
adjusting instruction, etc.
I will provide feedback to students in whole
group, one on one as I go around and
check their work, and in small group as
they move on to solving number problems
independently. This will be done by asking
questions for clarity and explanation. In
math, our students usually just need to
slow down and talk through what theyre
doing if they get stuck.
Picture representations of division are
being done prior to teaching the partial
product way and the traditional algorithm
is being taught after. Teaching the partial
will ask check in questions to see how they number. That 7 is not a 7, its a 70. So they product method is already an adjustment
feel about the material and give them use their knowledge of multiplication to in instruction to the algorithm. Having that
opportunities to ask any questions they think how many times can 5 go into 70? small group time and ELT time at the end
might have. After that, one or two word What can I multiply 5 by to get close to 70? of the day will be useful for remediation if
problems will be on the board that they This places an emphasis on place value and necessary.
will have to solve on their white boards. I shows students how correlated
will be going around and checking their multiplication and division are.
answers to make sure they are right before I will also encourage students to highlight
handing out the worksheet of division the divisor in one color and the dividend in
problems they will do in class. At the end another or to use two different colored
of whole group instruction, I will go sit on pens.
the carpet so that anyone who wants help
or is still confused can come over and work
in a small group with me. The worksheet of
division problems will be helpful to me to
see how they did on their own with just
number problems.
Instruction
Use the columns below to detail what the teacher and students will be doing throughout the lesson, as well as the materials, resources,
and technology that will be used. You are encouraged to divide your plan into sections based on the instructional model you are using.
For example, a gradual release plan may include sections such as I do, we do, you do together, and you do alone.

Be sure to refer to the lesson plan rubric for specific information as to how you will be assessed.
Teacher: Student: Materials, Resources, and Technology:

-Open my math notebook to resources
and write a division problem in the way I
would write it to solve. I label this with
divisor, dividend, and quotient and
explain the terms to the students. We
highlight or write the divisor and dividend
-Write down and label division problem in PowerPoint with slides of word problems.
resources section of math notebook Elmo projector
Whiteboard
-Participate in whole group lesson on Dry erase markers
division. Student whiteboards/markers/erasers
Math notebooks
in different colors. I walk around to check -Come up to the board or provide next Two colored highlighters or pens
and see that students have done this. steps Worksheets

-Pull up slides to division word problems -Answer the problems on their

and read it aloud. I ask students what I whiteboards and hold them up in the air
need to highlight and underline. when they think they have the right
answer
-I take the numbers out of my problem Make corrections when needed and ask
and write them into a number equation. I for help if theyre confused
prompt the students to tell me how to
write it and which one is the dividend and Work on their number problems
which one is the divisor. worksheet either alone or in small group
with me on the carpet
-I explain the process of how I solve the
problem using partial product division by
modeling, explaining my steps verbally,
and prompting students for help and
participation.

-After I have modeled, explained, solved

the first problem, I go to the next problem
and we as a class solve it together. I call
on students to contribute, and come up
and write on the board.

-Next I hand out whiteboards and flip to

the next problem and we point out what
should be highlighted and underlined and
then they solve the problem on their own
while I go around and check answers,
provide feedback and support to
individual students.

-We do this for one or two more word

problems so I can keep checking around
the classroom to make sure the students
are getting it and answering individual
questions. This also lets me know that
theyre ready to solve number equations
independently.

-I hand out the worksheets with division

number problems on them and tell
students that I am happy to answers
questions and work on the carpet in small
group with those who might need more
help or explanation.

Accommodations: One student will be following along but she will get her own worksheet with only multiples of 10 to divide. For instance, 80
divided by 2, 60 divided by 3, 40 divided by 4. She gets pulled out for 40 minutes every math period and works one on one with the SPED teacher
at her own place. She is currently still mastering multiples, factors, and multiplication, so I want her to get introduced to division but not
overwhelmed by it. I am going to put a few 3-digit multiplication problems like 120 divided by 4 on the board as an added challenge for early
finishers. ST math is always the option in math for those that finish early.
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