OPTIONAL Lesson Plan Outline

Designing Performance-Based Instruction Aligned with the Common
Core State Standards for Mathematics

OPTIONAL Lesson Plan Outline
PA Common Core Standard under Study:
CC.2.1.4.B.2 Use place-value understanding and properties of
operations to perform multi-digit arithmetic.
4.NBT.6 Find whole-number quotients and remainders.
Objective: (Performance-Based objectives are composed in the know and do format.
The know refers to the content whereas the do is always linked to a higher order
thinking skill or worthwhile mathematical task). 1a; 1c; 1e; 2b; 3a; 4e
SWBAT draw representations of word problems

IOT solve two digit dividend division problems with remainders
IOT construct the appropriate division number sentence to
represent the problem mathematically
IOT have an understanding of what the answer means in a
particular context
Coherence: How is this lesson connected to a previously mastered concept within this
unit of study or from a previously taught unit of study? 1a; 1b; 1c; 1e; 3b; 3c
Opening: What do you remember from our math lesson yesterday?

3 things that I picked out that might have been confusing (i.e. how
many people to use as the divisor, the type of number sentence that
represents the problem, what I wanted them to explain about the answer)
Going over examples of student work from the worksheet problems
from yesterday
Manipulatives: What manipulatives will be used throughout the lesson to develop and
demonstrate conceptual understanding of abstract mathematical concept(s)? 1a; 1b; 1d;
3c; 3d
M&Ms if needed? (maybe not), otherwise they are to draw the direct model
of the problem situation
General and Domain Specific Vocabulary Words: (List and operationally
define key terms and/or symbols that are essential to student mastery of the objective.
Students should be encouraged to use knowledge of Latin and Greek word parts to develop
a conceptual understanding of the concept under study). 1a; 1b; 1c; 1e; 2b; 4e
Divide means to do repeated subtraction.

Dividend means the number to be divided (you can think about it as the
total number of pieces).
Divisor means the number by which another number is divided (you can
think about it as the number of parts you want to divide the total into).
Quotient means the result of a division problem (you can think about it as

the number of pieces that go into each part).
Teacher Model: The teacher demonstrates what students should know and be able to
do while students listen attentively, taking notes where appropriate. 1b; 1e; 1f; 2a; 2c; 3a;
3b; 3c; 3d; 3e; 4a
What real-world problems (worthwhile mathematical tasks) will be used by the teacher to
model skills /demonstrate application of mathematical concept(s)? 1a; 1b; 1c; 1d; 1e; 1f;
3a; 3b; 3c; 3e
Tayshaun has 13 model trains. He is so generous that he is going to give

each of his two cousins the same number of trains. How many model trains
will each cousin get?
Elise has 22 hair bows. She wants to do Zafirahs hair. She puts 5 bows in
each braid. How many braids can she make?
Guided Practice: Students are asked to demonstrate developing knowledge of the
objective by demonstrating their knowledge and ability in the large group setting. The
teacher uses this opportunity to assess as many students as possible with special attention
to struggling learners. If students are unsuccessful at this phase, then students
would benefit from another teacher model. 1b; 1e; 1f; 2a; 2c; 3a; 3b; 3c; 3d; 3e; 4a
What real-world problems (worthwhile mathematical tasks) will be presented to students in
order to provide students with multiple opportunities to apply their knowledge of
mathematical concepts? 1a; 1b; 1c; 1d; 1e; 1f; 3a; 3b; 3c; 3e
Kya-meer won 14 brand new basketballs. He wants to give the same number
of basketballs to Aboudalahe, Jules, Zymir, and Christian. How many
basketballs will each person get?
Calmiyah just bought 17 Charm Life books. She wants to give the same
amount to Nyla, Honesty, and Victoria. How many books will each person
get?
How will the teacher know what each student knows and can do during the guided
practice opportunity? How will students be assessed through writing and speaking? 1a; 1b;
1c; 1d; 1e; 1f; 2b; 2c; 3a; 3b; 3c
Students will go up to the board, we will discuss whether we agree

or disagree with each step
Cooperative Practice: Students are asked to work in groups of two to demonstrate
developing knowledge of the objective. The teacher uses this opportunity to circulate the
room assessing and assisting as many students as possible with special attention to
struggling learners. If students are successful in this phase, they are ready for the
next step in the gradual release process. 1b; 1e; 1f; 2a; 2c; 3a; 3b; 3c; 3d; 3e; 4a

order to provide students with multiple opportunities (with a partner) to apply their
knowledge of mathematical concepts? 1a; 1b; 1c; 1d; 1e; 1f; 3a; 3b; 3c; 3e
N/A
How will the teacher know what each student knows and can do during the cooperative
practice opportunity? How can students be assessed through writing and speaking? 1a; 1b;
1c; 1d; 1e; 1f; 2b; 2c; 3a; 3b; 3c
N/A
Independent Practice: Students are asked to work independently to demonstrate
knowledge of the objective. The teacher uses this opportunity to determine what students
know and can do without any assistance from the teacher, teacher assistant, or peer. If
students are unsuccessful in this phase, then students may benefit from exposure to the
general and domain specific vocabulary and/or exposure to a second round of the gradual
release process. 1b; 1e; 1f; 2a; 2c; 3a; 3b; 3c; 3d; 3e; 4a
order to provide students with multiple opportunities (without any assistance) to apply their
knowledge of mathematical concepts? 1a; 1b; 1c; 1d; 1e; 1f; 3a; 3b; 3c; 3e
1. Yasin has 16 pencils and he wants to share them equally with Talia,
Jamere, Darryl, and himself. How many pencils will each person get?
2. Dahmair and Ameer found 27 footballs. If the two of them wanted to
share them with five other people (2 of them PLUS 5 others) equally,
how many footballs will each person get?
3. Fodie accidentally bought 19 bags of chips! He is so thoughtful that he
wants to give them to Jahniyus, Amadou, and Abdullah. He will keep
the rest. How many bags of chips will each person get? How many
bags of chips with Fodie get?
4. Halima makes 24 cupcakes. She wants to bring them over to Kydaes
house. Each tray holds 10 cupcakes. How many trays will she need?
Will students be able to use manipulatives during independent practice to demonstrate
mastery of abstract mathematical concepts? If so, which students and why? 1a; 1b; 1d; 3c;
3d
Some students if necessary (Dahmair and Kydae. They werent here yesterday)
Maybe Honesty, because it did not look like she understood how to directly model the
situation based on her responses to the worksheet problems yesterday
Homework for Students Struggling with this Objective: (Students would

benefit from homework aligned with the prerequisite skill necessary to demonstrate
mastery of the know and do objective). 1a; 1b; 1c; 1d; 1e; 1f; 3c; 3d; 3e
None

Homework for Students Not Struggling with this Objective: (Non-
struggling students would benefit from homework designed to enrich their ability to apply
knowledge and skills aligned with the know and do objective). 1a; 1b; 1c; 1d; 1e; 1f; 3c; 3d;
3e
None

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Designing Performance-Based Instruction Aligned with the Common

Core State Standards for Mathematics

SWBAT draw representations of word problems

Opening: What do you remember from our math lesson yesterday?

Divide means to do repeated subtraction.

Designing Performance-Based Instruction Aligned with the Common

Tayshaun has 13 model trains. He is so generous that he is going to give

Students will go up to the board, we will discuss whether we agree

Designing Performance-Based Instruction Aligned with the Common

Homework for Students Struggling with this Objective: (Students would

Designing Performance-Based Instruction Aligned with the Common

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