Lesson Plan or Unit Plan Format Form Please download a ......Perform operations with multi-digit whole numbers and with decimals to hundredths. CCSS.MATH.CONTENT.5.NBT.B.6 Find whole-number

Lesson Plan or Unit Plan Format Form

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v7 – 08/01/17 Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa

First Name Last Name Email Date and Time

Jordan Ota

Semester and Year Grade Level Subject/Content Area Lesson Duration

Spring 2018 Fifth Math 1 hour

Title

Module 6.11 – Division: Three- and four-digit dividends with two-digit multiples of five or ten

Enduring Understanding(s) Important ideas or processes for the students to explore and uncover (1a: Demonstrating Knowledge of Content and Pedagogy)

Essential Question(s) Promote inquiry to discover the enduring understanding(s) (1a: Demonstrating Knowledge of Content and Pedagogy)

• Divide three- and four-digit dividends by two-digit multiples of five and ten.

• Break dividend into parts that are easier to divide.

• Break divisor into factors that are easier to work with.

What strategies can you use to divide three- and four-digit dividends by two-digit multiples of five and ten?

Content Standard(s) Standardized statements about what the students should know or be able to do (i.e., The Common Core State Standards (CCSS) or Hawaii Content & Performance Standards III) that align with the enduring understandings, essential questions, and student learning objectives. (1c: Setting Instructional Outcomes)

Perform operations with multi-digit whole numbers and with decimals to hundredths. CCSS.MATH.CONTENT.5.NBT.B.6 Find whole-number quotients of whole numbers with up to four-digit dividends and two-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.

Mathematical Practices:

1. SMP3 - Construct viable arguments and critique the reasoning of others.

1. SMP7 - Look for and make use of structure.




Student Learning Objectives/Instructional Goals What the students are expected to be able to do and/or to know by the end of the lesson or by the end of multiple lessons. (1c: Setting Instructional Outcomes)

At the end of the lesson…

• Use standard algorithm to divide three- and four-digit dividends by two-digit multiples of five or ten.

• Use different strategies to divide three- and four-digit dividends by two-digit multiples of five or ten.

• Break dividend or divisor into parts that are easier to work with.

Student Assessments Checks for student understanding throughout the lesson (formative assessment tasks) and evaluation of how the students have met the student learning outcomes including the evaluation criteria (summative assessments) and all assessment tools. (1f: Designing Student Assessments)

Formative Assessment:

• Students will use white boards to show their thinking on how to solve the problem and show to teacher when done.

• Teacher will scan the room where students will be asked to hold up their white boards when they are done.

o Collect formative data by checking students name if they did not get the right answer.

Summative Assessment:

• Students will be split into two groups, where one group will work with the teacher on completing their practice book page 226 - 227, then asking a teacher to check work and provide immediate feedback/intervention, and the other group will be working on the online program, Front Row. The groups with then switch after 10 -15 minutes is over.

Lesson Procedures A description of the sequence of learning experiences (what the teacher will do and say and what the students will do during the lesson) including the launch of the lesson, the ways the materials will be presented, the ways the students will actively engage in learning, the questions posed, and the lesson closure. (1a: Demonstrating Knowledge of Content and Pedagogy; 1e: Designing Coherent Instruction)

Lesson Component Activity Sequence

Introduction/Building Background (15 minutes)

1. Correct 6.10 homework – Step It Up worksheet with whole class.

2. Ask students to take their Expo pens out and grab a Kleenex if they need it to wipe their boards.

3. Ask ______ and _______ to grab white boards from the desks and pass to their peers.




4. Once everyone has their white board and expo pens ready, gather student’s attention through an attention getter (“Voices off and eyes up on the board, in 3...2..1…0”).

a. Ask students to put their boards flat on their table, expo pens on their board, and hands in their lap so students will not write on their boards during lesson unless instructed to.

5. Review with students what they learned and did for homework yesterday. (They learned how to divide three- and four-digit dividends and one-digit divisors (with remainders) – Module 6.10.

6. Discuss with students the strategies they used to solve three- and four-digit dividends and one-digit divisors.

7. Ask students if they think it would be possible to use the same strategies with two-digit numbers.

Mini-lesson/Guided Practice (15 minutes)

8. Introduce the lesson students will be working on today.

a. Say “in today’s lesson, you will be moving onto dividing three- and four-digit numbers with two-digit multiples of five and tens.”

b. Show Slides from Stepping Stones. Slides 1 – 5 (Appendix A) will be of multiplying or dividing the numbers by 10). Allow students to use mental math to solve problems.

c. When get to slide 6, ask students to solve the division problem using a strategy they have learned on their white boards. (Slide 6: 1,640 / 20 =)

d. Give students about 1 minutes to solve the problem, then gain attention of whole class.

e. Direct students to turn and talk to a partner about the strategy they used and why his/her answer is correct or incorrect.

1. Remind students to be thoughtful about the way they speak to one another about their answers and strategies.

f. Give students about 1 minutes to talk to their partner and provide evidence for their answer.

g. Gain students attention by using attention getter “voices off in 3, 2, 1, 0.”

h. Ask for students to share strategies they used and write strategies on board. Give students opportunity to share how they know their strategy helps to get them to the correct answer.

i. Elaborate on what students say and rephrase/restate their strategy to entire class.

j. Turn to slide 7 and ask students what they notice about the equation and what is shown on the page. Students know that if you multiply or divide 10, the number will gain a zero at the end or take a zero away. When 1,640 is broken up into 800, 800, and 40, they are multiplied by 20 and a number bolded in red. How does this help to find the answer?

k. Students will turn and talk to a partner on their thoughts, then share with the entire class after about 1-2 minutes of talking about what they see.

9. Direct students to clean their boards, put their expo pens away, and pass their boards to Shayla and Staycen to put away.




10. Ask students to open their Practice Book to page 226.

11. Read aloud Step In with students and allow volunteers to answer the questions on the page.

12. When get to Step Up, complete 1a as a whole class. (1,390 / 10)

13. Remind students that we worked with 10’s in the beginning of the lesson and remember how we added a zero when we multiplied by 10 and the took away a zero when we divided by 10.

14. Allow students to complete a – i on their own. Give students about 5 minutes to complete a – i.

Work time ( 20 minutes)

15. Stop students from working and explain that students will break up into 2 groups – math ninja and teacher table.

a. Math Ninja – Meet with Substitute teacher to correct Practice Book homework. Students will need a correcting pen/pencil and their workbooks. If students get two or more of the sections wrong, they will need to stay with substitute teacher to correct (immediate feedback/intervention). Students with most correct will be allowed to start on front row. When using computers, students will need to be on voice volume 0, which is no talking, and should be immediately starting on either math program.

b. Teacher Table – Students will meet on the floor with leading teacher with their Practice Books and a pencil. Students will be working on page 227 with the assistance and guidance of teacher if needed.

16. Create 2 groups. There will be a chart with all student’s names for math block with 3 groups, but will need to split into two groups instead of three.

17. Choose which group will be group 1 or group 2. Group 1 will be at teacher table first, then group 2 will be at math ninja.

18. Use bell to notify students when to switch groups. *Make sure to leave about 5 minutes at the end to discuss with students what was important

19. Keep watch at the time. Give each group an equal amount of time, but will depend on how fast the students work and understand the concept.

Closing (10 minutes)

20. When students have gone through all centers, gain student’s attention by ringing the bell.

21. Announce to students that time is up and would like all students to clean up their area and go back to their seats.

22. When all students are back at their seat, ask students what was something important to remember about this lesson, or what was one important thing they learned in the lesson.

23. Pass out homework to students and dismiss Staycen and Nicole to their homeroom.




Differentiation According to Students’ Needs Adaptations/modifications to instructional strategies, the learning environment, content, and/or assessment tasks to ensure that all students (e.g., students who have IEPs/504 plans, students who are speakers of other languages, students who have advanced or emergent proficiency with the content and concepts) have access to and are able to engage actively in the lesson. (1b: Knowledge of Students;1e: Designing Coherent Instruction)

In this math class, it is a mixture of students who are at different levels in math and also an inclusion class. To be able to reach each student’s learning needs, I will use my formative assessments to see where the students are in understanding the concept that is being taught. If I see that more than half of the students are not understanding the division concept, I will use manipulatives, such as 1s, 10s, and 100s blocks to give the students the visual aid when trying to connect to the problem. I will also be providing small group instruction as they are completing their workbook. I will have the opportunity to provide immediate feedback and intervention during the small group instruction to the students who need assistance with understanding the concept.

Instructional Materials/Resources All materials, handouts, resources, and technology tools that are needed to execute the lesson. (1d: Demonstrating Knowledge of Resources)

• Stepping Stones online

• Stepping Stones Practice Book (Appendix B)

• Module 6.11 worksheet (Appendix C)

• White boards

• Expo pens

If need to show visual aids…

• 1s, 10s, 100s blocks




Appendix A:

Slide 1: 490

Slide 2: 3,780

Slide 3: 7,100

Slide 4: 860

Slide 5: 5,390

Slide 6: 1,640 / 20 =

Slide 7:

1,640 / 2 = 820

1,640 / 20 = ____

1,640 = 800 + 800 + 40

(20 x 40) (20 x 40) (20 x 2)




Appendix B: Practice Book Page 226 – 227

Practice Book Answers




Appendix C: Homework Worksheet 6.11




Documents

Lesson Plan or Unit Plan Format Form Please download a ......Perform operations with multi-digit whole numbers and with decimals to hundredths. CCSS.MATH.CONTENT.5.NBT.B.6 Find whole-number