Lesson Planning Form for Accessible Instruction Calvin College Education Program
Teacher
Date
Mary LePage
11/8/15 _
Subject/ Topic/ Theme
Division - personal application
Grade _______4_________
I. Objectives
How does this lesson connect to the unit plan?
Gives students space to create their own division problem and consider how they can apply division in their personal life
cognitiveR U Ap An E C*
Learners will be able to:
Use their knowledge of long and basic division to create a problem
Relate division to their personal life to create their own word problem
Assess their own work using a rubric
Create a clear problem that classmates can understand
Modify work according to peer suggestions
Compute problems of their classmates
Ap, Ev
Ap, C
C, An,
E
Ap, E
R
physical
development
socioemotional
x
x
Common Core standards (or GLCEs if not available in Common Core) addressed:
CC.4NBT.6 - Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies
based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain
the calculation by using equations, rectangular arrays, and/or area models.
CCSS.ELA.L.W.4.2.D - Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCSS.ELA.L.W.4.2.D - Develop the topic with facts, definitions, concrete details, quotations, or other information and examples
related to the topic.
(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.
Long division process
Basic multiplication and division facts
Different types of remainders
Solving multistep problems
Working with word problems
Division in real life
Pre-assessment (for learning):
Discussion of divisions relation to life
Outline assessment
activities
(applicable to this lesson)
Formative (for learning):
Creating a problem along the given guidelines
Formative (as learning):
Work with partner to
Summative (of learning):
Looking at students problems and solutions to check along with rubric for
Provide Multiple Means of
Provide Multiple Means of Action
Provide Multiple Means of
What barriers might this
Representation
and Expression
Engagement
lesson present?
Provide
options
for
perceptionProvide
options
for
physical
actionProvide
options for recruiting
Creativity in creating the
making
information
perceptible
increase
options
for
interaction
interestchoice,
relevance, value,
problem
using SMART board or dry erase to Spreading out and working in
authenticity, minimize threats
Differences in levels - this
highlight own problem
groups throughout the classroom Students are able to choose the
could be fairly simple for Giving paper copy of problems
topics of problem
some students, but very
Create own problem and what they
difficult for others
will find in that
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Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Using number operations to
solve problems
Defining what is necessary in
creating problem
Providing rubric
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Be willing to think outside
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
How will your classroom
be set up for this lesson?
Provide options for comprehensionactivate, apply & highlight
Using personal experiences
Stating what students need to
find for their problem
Provide options for expression and
communication- increase medium
of expression
Creating a practice problem
before hand
Giving clear guidelines for
creating own steps
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, masteryoriented feedback
Working together to formulate
own situations and how theyre
related to other peoples
situtations
How to actually create a
problem
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
Make problem solving steps
Highlight question words and
strategies
Solve your own problem
How clear are your questions?
How strategic is planning?
Worksheet 121-122
List of partners (predetermined by teacher)
Paper for students to create problems
Colored paper for final problems
Rubric for problem creation
Horizontal rows up groups of three and four
Move to different parts of the room to work with their partner
III. The Plan
Time
5
min
Components
Motivation
(opening/
introduction/
engagement)
20mi Development
(the largest
n
component or
main body of
the lesson)
10
min
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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.
Discuss division in real life
Students complete worksheet on amusement parks
Has anyone seen any examples
Dont think it will take them long, its a simple
recently?
worksheet for their level
Have you thought about it more
since Friday?
Why it is important that we
recognize what we learn in school in the
world around us?
Worksheet 121-122 from textbook
Choose topic
Introduce that students are going to create their
Decide what they want to evaluate within
own situations
this topic
it could be about an amusement park (you can
Consider numbers needed for this topic
create your own name, place, type)
Consider what operations they would need
Or they can think of problems that apply to their
to use to create the problem
own lives
Write
think back on the Math Curse book
Maybe think about something relating to minecraft
and how often you play
Or how much time you spend in a day at karate
practice
The problem should include at least 4 parts.
One of the parts should include a remainder, they
also can include estimation or other math processes
weve done in class! (But try to keep division as
your main focus)
Give clear how to guidelines on the ways to
create a problem
Present my own problem
I love to listen to music on the way to and
from Ohio!
My drive is 5.5 hours.
Theres 60 minutes in an hour, so all
together I drive for 331.8 minutes
If a song is 3 minutes, how many songs
can I listen to on my drive?
o 110.6 songs
If most of my albums have 9 songs? How
many CDs should I bring?
o 12.2
o What should I do with my
remainder?
Round Up! Take 13 CDs
Each week I drive to and from
GRCES 4 times. This is a total of 8 trips
per week. Each trip is 12 minutes. By the
time I am done being an aide in this
classroom, I will have come a total of 34
days (doesnt it seem like more???) I
listen to CDs on my way to and from
school, but any other time Im driving, I
listen to the radio (I dont want to listen to
the same CD twice)
How much time do I spend driving to and
from school each week?
o 80 minutes
How many songs can I listen to each
week?
o 26.67songs
How many albums should I have for each
week?
o 2.9 albums
Could you think of a way to calculate how
many albums I would need for the entire
time Im at GRCES?
o 4 times for 34 days
o 3.3 songs per day
o 3.3x34=112
o
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112.2/9=12.5 albums
Pass out rubric
Work out the problem together
with students
Move to sit with preassigned
partner
20
min
Give students 15 minutes to work on their
own
Encourage them to really think about their
problem! When you can, use big
dividends! You know how to!
Put students in pairs create pairs beforehand so
they can work together
Closure
(conclusion,
culmination,
wrap-up)
Continuing tomorrow
Answer questions
Save worksheets for tomorrow
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.)
American Education Publishing (2013). Comprehensive curriculum of basic skills Grade 4. Greensboro, NC: Carlson Dellosa Publishing LLC.
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