COE

Teacher Candidate:

Grade Level:

Date:

Unit/Subject:

Instructional Plan Title

Sabrina Boltz

I. Planning

Lesson summary and focus:

The lesson seeks to advance the knowledge and skills of students in solving division math problems. The focus of this lesson is to solve division problems

Classroom and student factors:

The classroom containing 20 students is well-lit, ventilated and spacious measuring 6x8 meters. Students have different abilities of grasping concepts.

National / State Learning Standards:

· Make sense of division problems and persevere in solving them.

· Reason abstractly and quantitatively when solving division problems.

Specific learning target(s) / objectives:

· Grasp concepts of division

· Be able to apply the concepts of division in solving division problems

Teaching notes:

Students follow all steps required in solving the division math problems for two digit numbers.

Agenda: All students to participate in solving division problems.

Formative assessment: Students will be asked questions as they continue with the various lessons.

Academic Language:

Key vocabulary:

Divisor and dividend

Divide

Long division

Subtract

Repeated subtraction

Quotient and remainder

Proof

Function:

The Academic Language function I will use in the lesson plan that I began in topic 1 is solving problems or problem solving.

In solving division problems, the students will need to understand the divisor and dividend, repeated subtraction, the quotient and remainder as well as proof. They will need to understand that a division problem to be solved has a dividend which the number being divided and the divisor which is the number dividing the dividend. When solving the problem they will need to use repeated subtraction as an aspect of the division algorithm.

After solving, the division problem, the students will need to understand that the results thereby obtained are the quotient. This quotient may have a remainder which is a number which can no further be divided by the divisor. In order to ensure that the quotient is correct, the students will have to proof their quotient by writing it in the form a=b (q) + r where “a” is the dividend, “b” the divisor, “q” the number of times the divisor goes in the dividend and “r” the remainder.

Form:

In order to ensure that the students understand these vocabulary terms as well as the topic, I will explicitly explain or teach them what each term means. I will also demonstrate by pinpointing in the division problem where these terms are represented. The Divisor and dividend will always be at the beginning of the posed division problem. Then the process used to solve the problem will be the repeated subtraction. The quotient with the remainder will be the solution to be proven for correctness by writing the answer in the in the form a=b (q) + r.

D Instructional Materials, Equipment and Technology:

Division board, division guide manual, note books, division problems worksheets, math journal, pens, pencils, projector, smart board, and a packet of candies.

Grouping:

The grouping strategies that will support my students’ learning needs include:

· Think pairs with a gender mix, and

· Learning teams

II. Instruction

A. Opening

Prior knowledge connection:

It is worth noting that students have previously solved subtraction problems. In this lesson, the concept of subtraction will be used repeatedly in solving division problems in the context of division algorithm.

Anticipatory set:

Upon learning how to solve division problems using repeated subtraction strategy, students are expected to solve real life examples involving division like dividing 100 candies among the 20 students in the class.

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

Lesson plan 1

Long division

I Do

Students Do

Differentiation

Direct Instruction

Modeling

Today I will teach you how to solving long division problems. Recall that division is an operation that tells us the number of groups that can be made out of another number.

Look at this division problem that I am going to set for you as 17 divided by 5 (17/5).

You can now keenly look at the division problem 17/5 on the board which I will show you how to solve. I will create a chart that lists the multiples of 5 that is 5x1, 5x2.... until I get a multiple that is smaller than or equal to17 but not greater. For this problem we reach the answer 3 with a remainder of 2.

Indirect Instruction

Help me solve 17/4 using the long division method. Kindly write it down in your math journals.

Raise your hands and share with the class the steps needed to complete this problem based on what you know.

Yes, dictate to me how you have solved the problem as I write it on the board. Let us look it together to check for accuracy.

17/4

Listing multiples

4x1=4, 4x2=8, 4x3=8, 4x4=16

No more multiples. We get answer as “4 remainder 1”.

Now that I have shown you how to solve 17/5, you can solve 13/3 by yourselves.

Kindly follow the steps you have seen me follow in solving 17/5.

I expect you to start by listing the multiples of 3 i.e. 3x1…until you get a multiple that is less or equal to 13.

Do also prove your answer by writing it in the form: a=b (q) + r

Where;

a is the dividend

b the number of times the divisor (q) is repeatedly subtracted

r is the remainder which is less than q.

Now you can solve this “23/5”.

Make sure you write down the problem. Kindly reference the earlier solved problem of 17/4 to solve 23/5. Write down the answer.

I will be walking around the room to assist students who need help.

I will give each of you a question to handle on your own.

I will also pair you to ensure you benefit from each other. Those below the grade level will be paired with those above.

I will give those with one or two years above the grade level more difficult long division problems to solve. I will also observe and monitor those struggling more closely and get involved in helping you solve the problems.

Those who finish early will get reward of 5 points plus a candy.

I will give those with one or two years above the grade level more challenging long division problems to solve. I will also observe and monitor those struggling more closely and get involved in helping you solve the problems.

Those who finish early will get reward of 5 points plus a candy.

Lesson plan 2

Repeated subtraction in division

Direct Instruction

Modeling

I will teach you division is similar to repeated subtraction. Look at this division problem that I am going to set for you as 17 divided by 5 (17/5) already done in the other lesson.

You can now keenly look at the division problem 17/5 on the board which I will show you how to solve. I will repeatedly subtract 5 from 7 until the remainder I get cannot further subtract 5. I.e. 17-5=1, 12-5=7, 7-5=2.

5 is subtracted 3 times remainder 2 which apparently is the answer if we were to divide using the long division method.

Experiential Instruction

I would like you to help me divide 17/4 by repeated subtraction.

Raise your hands and share with the class the steps needed to complete this problem based on what you know.

Yes, dictate to me how you have solved the problem as I write it on the board. Let us look it together to check for accuracy.

17/4 dividing by subtracting you got; 17-4=13, 13-4=9, 9-4=5, 5-4=1

No more repeated subtraction thereby getting 4 has been subtracted from 17, 4 times with a remainder of 1.

Now divide 13/3. I expect you to start by subtracting 3 from 13, i.e. 13-3=10….until the remainder you get cannot further subtract 3.

In case of any assistance, I will be walking around the room to assist those who need help.

Now divide 23/5. I expect you to start by subtracting 5 from 23, i.e. 23-5=18….until the remainder you get cannot further subtract 5.

In case of any assistance, I will be walking around the room to assist those who need help.

I will give those with one or two years above the grade level more challenging division problems to solve by repeatedly subtracting. I will also observe and monitor those struggling more closely and get involved in helping you solve the problems.

Those who finish early will get reward of 5 points plus a candy.

I will give those with one or two years above the grade level more challenging repeated subtraction division problems to solve. I will also observe and monitor those struggling more closely and get involved in helping you solve the problems.

Those who finish early will get reward of 5 points plus a candy

Lesson plan 3

Repeated subtraction aspect of the division algorithm

Direct Instruction

Modeling

You can now keenly look at this division problem 32/10 on the board which I will show you how to do. I will use repeated subtraction to solve it.

Are you able to identify the divisor and dividend in 32/10?

The first step I will do is to subtract 10 ( divisor) from 32 and repeatedly do the same as in:

32-10= 22

22-10=12

12-10=2

Do you think I should continue subtracting?

Do you notice the number of subtraction that I have made?

If the last difference is less than the divisor I will not proceed to subtract any further. As you can note, 2 is less than 10 and therefore no further subtraction.

Do you recall how I can write the answer to this solution or prove it?

Indirect Instruction

Although this is not a guided practice, help me solve 17/4.

Who can help me identify the divisor and dividend in 17/4?

I will now start to subtract 4 ( divisor) from 17 (dividend) and repeatedly do the same as in:

17-4=13

13-4=9

9-4=5

5-4=1

I hope everyone is keen on what I have done

Anyone who can help me know the number of times I have subtracted 4 from 17?

Yes 4 times is right.

Who can also help me identify the remainder?

1, that is right?

Now, who can help me write the solution in the form a=b (q) + r?

Yes, it can be written in the form;

17= 4(4) + 1

Recall the divisor is the one bracketed.

Now solve 10/3

Kindly follow the steps you have seen me follow in solving 32/10.

I expect you to start with;

10-3=7

Proceed repeatedly subtracting until you get a difference that is less than the divisor, 3.

Do also prove your answer by writing it in the form: a=b (q) + r

Now solve 10/3

Kindly follow the steps you have seen me follow in solving 32/10.

I expect you to start with;

10-3=7

Proceed repeatedly subtracting until you get a difference that is less than the divisor, 3.

Do also prove your answer by writing it in the form: a=b (q) + r

Where;

a is the dividend

b the number of times the divisor (q) is repeatedly subtracted

r is the remainder which is less than q.

I will give each of you a question to handle on your own.

I will also pair you to ensure you benefit from each other. Those below the grade level will be paired with those above

Those with difficulties in solving the problems (one or two years below the grade level) will also move to the isolation table where I will help you solve your division problem.

Those who finish early will get reward of 5 points plus a candy

I will give each of you a question to handle on your own.

I will also pair you to ensure you benefit from each other. Those below the grade level will be paired with those above

Those with difficulties in solving the problems (one or two years below the grade level) will also move to the isolation table where I will help you solve your division problem.

Those who finish early will get reward of 5 points plus a candy

III. ASSESSMENT

Summative Assessment:

Question will be asked at the end of the lesson.

Lesson plan 1 long division summative assessment

· Enumerate some of the division concepts that we have come across during this course.

· Now that you have learned a lot in division, create a real-life example of division problem that I will assess.

· Proceed to solve the problem using the long division method. Ensure that you write your answer with a remainder (if applicable).

It is worth noting that the summative assessment allows me to gauge the grasp of division concepts learned by the students as well as apply the steps of solving the division problem (long division) in solving problems involving division. With at least one questions I will be able to measure students’ mastery of the learning objectives.

Answer Grading Rubric

Lesson plan 2 division by repeated subtraction summative assessment

· State some of the concepts that we have come across during this course.

· Now that you have learned a lot in the division, create a real-life example of division problem that I will assess.

· Proceed to solve the problem using the repeated subtraction strategy. Ensure that you can write your answer with a remainder.

It is worth noting that the summative assessment allows me to gauge the grasp of division concepts learned by the students as well as apply the steps of solving the division problem (repeated subtraction) in solving problems involving division. With at least one questions I will be able to measure students’ mastery of the learning objectives.

Answer Grading Rubric

Lesson plan 3 repeated subtraction aspect of division algorithm summative assessment

· State some of the concepts that we have come across during this course.

· Now that you have learned a lot in the division algorithm, create a real-life example of division problem that I will assess.

· Proceed to solve the problem using the repeated subtraction strategy that we have learned in lesson 4. Ensure that you can prove your answer by writing it in the form a=b (q) + r.

It is worth noting that the summative assessment allows me to gauge the grasp of division concepts learned by the students as well as apply the steps of solving the division problem (repeated subtraction aspect of division algorithm) in solving problems involving division. With at least one questions I will be able to measure students’ mastery of the learning objectives.

Answer Grading Rubric

Differentiation:

I will give those with one or two years above the grade level more challenging repeated subtraction division problems to solve. Those one or two years below the grade level will get easy division problems to solve and so are those at grade level.

Closure:

Students will share what they have learned in the lessons by solving division problems which can be given group-wise. Groups can take turns solving a given division problem before moving to the next. They can even apply the concepts and steps/process learned outside the classroom when dividing items like candies, or biscuits just to mention a few.

Homework:

The tasks that the students will take home are those involving division of money at home, candies with their siblings/family members. These will be skill-practice-based and will enhance the students’ knowledge even outside the classroom.