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    Division Lesson Plan

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    api-391235041
    The lesson plan is for a 4th grade math class on long division using strategies. Students will watch a video on long division and review an anchor chart breaking down the acronym "DMSB" to represent the steps. They will then work through examples as a class before splitting into tiered groups based on ability for independent practice problems. Formative assessment will include students completing 2 practice problems, with differentiated support provided to different groups.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Division Lesson Plan

    Uploaded by

    api-391235041
    582 views3 pages
    The lesson plan is for a 4th grade math class on long division using strategies. Students will watch a video on long division and review an anchor chart breaking down the acronym "DMSB" to represent the steps. They will then work through examples as a class before splitting into tiered groups based on ability for independent practice problems. Formative assessment will include students completing 2 practice problems, with differentiated support provided to different groups.

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    The lesson plan is for a 4th grade math class on long division using strategies. Students will watch a video on long division and review an anchor chart breaking down the acronym "DMSB" to represent the steps. They will then work through examples as a class before splitting into tiered groups based on ability for independent practice problems. Formative assessment will include students completing 2 practice problems, with differentiated support provided to different groups.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    582 views3 pages

    Division Lesson Plan

    Uploaded by

    api-391235041
    The lesson plan is for a 4th grade math class on long division using strategies. Students will watch a video on long division and review an anchor chart breaking down the acronym "DMSB" to represent the steps. They will then work through examples as a class before splitting into tiered groups based on ability for independent practice problems. Formative assessment will include students completing 2 practice problems, with differentiated support provided to different groups.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 3

    TTESS LESSON PLAN—October 28, 2020

    Teacher Candidate: Ashley Valverde


    Grade Level: 4th
    Date: 10-28-2020
    Math
    Unit/Subject:
    Division of Whole Numbers
    Instructional Plan Title Division using Strategies
    I. PLANNING
    Lesson Students will focus on division using strategies for long division acronym (DMSB).
    summary and
    focus​:
    Classroom and 21 students;
    student factors​:
    7-Tier 3
    7-Tier 2
    7-Tier 1

    3-SPED, 4-504

    National / State 4.4 E


    Learning
    Standards: (4) Number and operations. The student applies mathematical process standards
    to develop and use strategies and methods for whole number computations and
    decimal sums and differences in order to solve problems with efficiency and
    accuracy. The student is expected to:

    (E) represent the quotient of up to a four-digit whole number divided by a


    one-digit whole number using arrays, area models, or equations;
    Specific learning target(s) / objectives: Teaching notes:

    Students will use acronyms (Daddy, Mommy, Sister, Already introduced multiplication and division using
    Brother) to solve long division problems. strategies. Use an anchor chart to introduce the acronym
    that will help with steps for long division.

    Agenda: Formative assessment:


    1. We will watch a short 3 minute, Youtube Students will be required to complete 2 slides on long
    Video on long division. division using the strategy for Wednesday and will be
    https://youtu.be/0uZiqk_ZdcA graded.
    2. As a class we will review the anchor chart
    breaking up the acronym for long division.
    Which will cover each step that must be
    completed to work the problem. While filling
    out an anchor chart teacher will use whole
    brain strategies and have students do mirrors
    on for each step:
    - Mirrors on will have students
    practice each step using gestures,
    this will help them remember the
    strategy we are practicing.

    Page ​1​ of ​3
    3. As a class we will work out problems
    together using our mirrors on and acronym.
    4. After students will work on independent
    practice with their tier group.
    Academic Key vocabulary: Function: Form:
    Language:
    Quotient: ​The final answer, the The purpose is to understand Students can relate
    number of items in each group. the steps in long division. relationships between the
    multiplication they have
    Divisor​ – The number of groups been working with and the
    Acronym: DMSB
    that the dividend is being multiplication they will use
    separated into. for division.

    Dividend ​– The large number


    that is being separated into
    smaller groups.

    Instructional Math notebook to draw anchor chart


    Materials, Power point (teacher)
    Equipment and Student Slides for independent work
    Technology:

    Grouping: After 30 minutes of whole group instruction on the anchor chart and a few examples students
    will break out to complete their independent work.

    Tiered Group 1​— Tier 1 group is the high students, they will be asked to work out problems
    individually, then explain their work to the group. These students will be expected to complete
    independent practice on their own, with little guidance from the teacher.

    Tiered Group 2​— While doing the whole group activity the students will have to look at the
    anchor chart to help them with steps for division. These students will need more guidance from
    teachers on instructions for independent work.

    Tiered Group 3 ​— While doing the whole group activity the students will have to look at the
    anchor chart to help them with the steps. This group will have to repeat mirrors on for each
    problem. This group will need the most guidance while working on independent work, teachers
    will walk them through instructions and provide examples in case they need it.

    II. INSTRUCTION
    A. Opening
    Prior Students have been working with multiplication which will help them with division.
    knowledge
    connection:

    Page ​2​ of ​3
    Anticipator
    y set: This lesson is meaningful as they are able to understand the relationship division has with
    multiplication, this will help them start developing strategies to help them solve the problems.

    B. Learning and Teaching Activities (Teaching and Guided Practice):


    I Do Students Do Differentiation
    1. I will facilitate an engaging When watching video, students are The students will work as a
    activity where we will expected to pay attention as questions class, this will allow them to
    watch a catchy video that will follow up: help each other out. Students
    briefly explains the -What is the first step when dividing? will not feel pressured and the
    acronym we will use. I will -What comes after multiplying ? guided practice will have all
    do mirrors on where kids engaged and learning.
    students repeat what each When doing the anchor chart students
    step is and turn around to will be expected to follow along on their
    teach their virtual buddies notebook. Doing mirrors on will help
    using gestures. students remember and express
    the steps needed using gestures.
    2. To provide the whole group When working on whole group activity,
    with examples we will work students will be expected to participate in Students enjoy being able to
    on a few problems as a class helping classmates with which step will teach their virtual buddies and
    as I present the slide with come first and or after. this shows the teacher they are
    the long division problem. understanding.
    When doing independent practice,
    3. Students will divide into students will be grouped by math levels
    their tier groups and to complete their assignment. .
    complete their assignments.
    4. As small groups we will
    play a kahoot game where
    students will be able to
    show their understanding.

    III. ASSESSMENT
    Summative During the lesson I will be asking all students questions and Differentiation:
    Assessment evaluating their understanding as the lesson goes on. Tier 2 and 3 will have additional
    : support by joining a separate
    For independent practice the students will be provided slides with link where one of the teachers
    problems where they will show their work. will work out more examples or
    help with instructions on
    independent work.

    Tier 1 will be able to work on


    their independent work from the
    week once they have completed
    this work.
    Closure: Closure will be done in small groups, students will be asked to do mirrors on explaining what each
    place value represents. We will play a kahoot game to end the lesson.
    Homework If independent work is not completed, they are to complete on their own.
    :

    Page ​3​ of ​3

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