Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Anika Slauer

Date

12/3/15

Subject/ Topic/ Theme

Divide using 10s, 100s, and 1000s

Grade ___4th___________

I. Objectives
How does this lesson connect to the unit plan? The students will begin the journey towards long division after having completed a multiples
unit. The lessons to follow are a continuation in bridging the gap between multiples/multiplication and division. This lesson provides the students with
longer numbers to divide; however, they can use the rule of 10 in order to simplify the problem.
cognitiveR U Ap An E C*

Learners will be able to:

Recall and appreciate multiples of 10, then apply the rule of 10 to division by taking off zeros rather than
adding on zeros like they did in multiplication.

RUAp

Use understanding of place value and basic facts to divide dividends in the thousands by whole numbers 19.
Identify basic facts within multiples of 10 in order to simplify and solve long division problems.
Recognize and write equations using the terminology 12 hundreds rather than 1,200 in order to identify
the basic fact, as well as what portion of the number is being cut off.
Write and solve division problems in Journey to Long Division packet using this concept.

UAp

physical
development

socioemotional

RUAp
UAp
UApC

Common Core standards (or GLCEs if not available in Common Core) addressed:
(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.

Basic multiplication and division facts

The rule of 10
Multiples of 10
Pre-assessment (for learning): The students took a pre-assessment in October so I could gage how much
they knew about division and remainders.
Formative (for learning): Checking whiteboard answers to see how the students compare as a whole,
and where they are at in comparison to where they need to be before doing their homework.
Formative (as learning): Students can compare their whiteboard answers to the answers at the front of
the class. They can also compare their answers within their pairs.
Summative (of learning): Homework will be collected the following day.

Outline assessment
activities
(applicable to this lesson)

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What barriers might this

lesson present?

Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction

Listening to the Division Shuffle

song. Using whiteboards and
highlighting key words/phrases on
homework.

Dancing to the Division Shuffle.

The students will be able to work
with partners on their Journey to
Long Division story problems.
They will also be able to use
whiteboards and play
Trashketball.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect language

Provide options for expression and

communication- increase medium of
expression

We will introduce terms at the

beginning of class and review
them at the end of class. In the
Journey to Long Division packet,
all of the terms will be defined.

Using whiteboards. Dancing to

the Division Shuffle. Writing story
problems as examples in their
Journey to Long Division
packets.

The students might think in

terms of multiplication
rather than division. They
learned how to multiply by
multiples of 10s, but I dont
know if that knowledge will
transfer to this lesson, or if
they will be able to
immediately understand
that division is the exact
opposite as multiplication in
regards to multiples of 10.

What will it take

neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
The students will have to
recall what the learned in
regards to multiplication of
multiples of 10s. This
lesson will hopefully be
fairly easy for them since
they have gotten good at
adding a 0! However, the
students will have to make
sure theyre not adding
zeroes, but instead, taking
off zeroes.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

Provide options for comprehensionactivate, apply & highlight

Highlighting key words and
phrases in the homework that are
often looked over.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance,
value, authenticity, minimize
threats
The students may choose
their own partners for the
Journey to Long Division
problem. Allowing the
students to dance to the
Division Shuffle will create an
authentic learning
environment. Also, the
students will raise
whiteboards when they have
completed a problem so that
we can all be on the same
page rather than some
students working ahead. This
also allows me to check the
students answers and see
who comprehends the
content.
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration,
mastery-oriented feedback
The students can collaborate
with other students in order to
complete their story problems.
Also, I will be able to give
feedback as the students
raise their whiteboards and
while I walk around the
classroom.

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for selfregulation- expectations,

personal skills and strategies,
self-assessment & reflection

Providing the students with the

Journey to Long Division packets
gives the students a way by
which to review the steps that
they need to follow.

The students can compare

answers on their white boards
with the correct answer on the
front board.

Lesson 4.4 from math book, Journey to Long Division page 4, pencil, whiteboards, markers,
recycling bin, Elmo, projector, and computer.

One whiteboard, marker, and Journey to Long Division page one on every students desk.
How will your classroom
be set up for this lesson?

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III. The Plan

Time
1 min

Components
Motivation
(opening/
introduction/
engagement)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Division Shuffle (start at 1:30)
-Dance at the chorus
https://www.youtube.com/watch?v=LPTDeHbhcvE
-Review what a decimal is.
-Review how multiplying by multiples of 10
worked, and explain that dividing by multiples of
10 is exactly the opposite.

Move the decimal to the left rather than

the right.

5 min

Development
(the largest
component or
main body of
the lesson)

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-Using their whiteboards:

Dustin is packing apples in gift boxes.
Each gift box holds 4 apples. How many
boxes can Dustin pack with 120 apples?
Equation: 120/4= ?
What basic fact do we know that we can
see in this problem? 12/4= 3
Place value: 120=12 tens
Divide: 12 tens/4= 3 tens OR 30

-Students use whiteboards to model the

problem alongside me, and answer
questions as they are prompted.

- 1200/4= ?
Basic fact: 12/4
Place value: 1200= 12 hundreds
Divide: 12 hundreds/4= 3 hundreds OR
300
-2800/7= ?
Basic fact: 28/7
Place value: 2800= 28 hundreds
Divide: 28 hundreds/7= 4 hundreds OR
400
-What about 280/7? Do we see a pattern?
Answer would be 40 because theres one
less 0 in the dividend
-On your own try:
360/6= 60
2000/5= 400
4500/9= 500
560/8= 70
6400/8= 800
3500/7= 500
-On your own try:
Eileen collected 98 cans to recycle, and
Carl collected 82 cans. They packed an
equal number of cans into each of three
boxes to take to the recycling center. How
many cans were in each box? 60
It costs a baker $18 to make a small cake. He
sells 8 small cakes for $240. How much more is
the selling price of each cake than the cost? $12

10
min

25
min

-Put away white boards and turn to lesson 4.4 in

math books.
-Crumple first page of lesson.

5 min

10
min

Closure
(conclusion,
culmination,
wrap-up)

-Try problems on their own using their

whiteboards and holding the whiteboards
up once theyve completed a problem.

-Students will place whiteboards under

teachers desk, crumple math sheets.

-Highlight key words and phrases in homework

assignment.
-Turn to page 4 of Journey to Long Division and
review tips/steps on how to divide.
-Work with partner to write your own example in
Journey to Long Division.

-Write and solve a story problem using the

concept of division with multiples of 10s.

-As students are working on their story problem, I

will pull groups of 4-5 students to play trashketball
with their crumpled paper as brain break.

-Toss crumpled lesson into recycling bin.

-If time allows students can work on homework.

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.)
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I was unable to teach this lesson because we went on a field trip instead. This lesson would have come fairly easily to the
students because they have gone through a similar concept with multiplication. They are beginning to know their math facts
pretty fluently, which would make identifying the basic math facts in the problem fairly easily. If the students could identify
the math facts, all they would have to do is cover up the zeros, divide, and add the zeros back onto the answer. The trickiest
parts to this lesson would be making sure that the students remember the zerosyou cant just disregard themas well as
remembering to divide and not multiply. A handful of students continually misinterpret which number will be the quotient.

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