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Lesson Content

What Standards (national

or state) relate to this

lesson?

(You should include ALL

applicable standards. Rarely

do teachers use just one:

theyd never get through

them all.)

Essential Understanding

(What is the big idea or

essential question that you

want students to come away

with? In other words, what,

aside from the standard and

our objective, will students

understand when they finish

this lesson?)

Objectives- What are you

teaching?

(Student-centered: What will

students know and be able to

do after this lesson? Include

the ABCDs of objectives:

action, behavior, condition,

and degree of mastery, i.e.,

"C: Given a sentence written

in the past or present tense,

A: the student B: will be able

to re-write the sentence in

future tense D: with no errors

number, and multiply two two-digit numbers, using strategies based on place value and

the properties of operations. Illustrate and explain the calculation by using equations,

rectangular arrays, and/or area models.

MAFS.4.NBT.2.6: 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.

How do I divide three digit numbers by doing long division?

Students will be able to multiply two and three digit numbers by using regrouping and

choosing their answer to present on the board through Plicker.

Students will be able to divide three digit numbers by using long division choosing their

answer to present on the board through Plicker.

(i.e., I will see her

yesterday.)."

Note: Degree of mastery does

not need to be a percentage.)

Rationale

Address the following

questions:

Why are you teaching this

objective?

Where does this lesson fit

within a larger plan?

Why are you teaching it

this way?

Why is it important for

students to learn this

concept?

Evaluation Plan- How will

you know students have

mastered your objectives?

Address the following:

What formative evidence

will you use to document

student learning during

this lesson?

What summative evidence

will you collect, either

during this lesson or in

upcoming lessons?

What Content Knowledge

is necessary for a teacher

to teach this material?

I am teaching this as a review for multiplication using regrouping and doing long division

with three digit numbers.

I am teaching my review this way to integrate new technology into the classroom. I also

want the students to be interested during the review instead of board.

It is important for students to learn this concept because they will need to know how to

solve this type of problems for the rest of their lives.

phone through the app called Plicker. I will ask the students to solve each problem on

their white boards and then they will show the class how they got their answer by placing

their white board under the ELMO projector for everyone to see.

Formative: Collecting the data using the app Plicker.

Summative: they will be taking a test on the material on another day.

As the teacher, I will need to know how to us the app Plicker to record the students

answers as well as how to solve each problem and their answers.

What background

knowledge is necessary for

a student to successfully

meet these objectives?

How will you ensure

students have this

previous knowledge?

Who are your learners?

What do you know about

them?

What do you know about

their readiness for this

content?

What misconceptions

might students have about

this content?

They must remember how to solve two digit multiplication problems using regrouping

and how to do long division.

Students might forget how to solve these type of problems or they could become

confused with the technology I have chosen to use throughout the review.

Lesson Implementation

Teaching Methods

(What teaching method(s) will

you use during this lesson?

Examples include guided

release, 5 Es, direct

instruction, lecture,

demonstration, partner word,

etc.)

Step-by-Step Plan

(What exactly do you plan to

Direct instruction

Time

Who is

responsibl

do in teaching this lesson? Be

thorough. Act as if you needed

a substitute to carry out the

lesson for you.)

Where applicable, be sure to

address the following:

What Higher Order

Thinking (H.O.T.) questions

will you ask?

How will materials be

distributed?

Who will work together in

groups and how will you

determine the grouping?

How will students

transition between

activities?

What will you as the

teacher do?

What will the students do?

What student data will be

collected during each

phase?

What are other adults in

the room doing? How are

they supporting students

learning?

What model of co-teaching

are you using?

What will you do if

e (Teacher

or

Students)?

to do. I will also explain to them how to use the answer cards

and how I need to scan them.

I will ask the students to get out their white boards and

markers to use to solve the problems.

I will show the students a question I made up for them to

practice with the cards.

Then we will begin with the first math problem which is a

division problem. (I came up with three division problems and

three multiplication problems, with one bonus question.) After

all of the students have answered and I have showed them

the correct answer, I will ask one student to go up to the

ELMO projector to explain how they solved the problem.

As we go through the questions, I will walk around the room

to help anyone who gets stuck on a problem.

The bonus question will be the last question and it is a

difficult division problem that should challenge the students.

Then I will collect the cards.

If a student struggles with the content I could reintroduce the turtlehead method for

multiplication which helps multiplying larger numbers simpler. I could also come up with

easier problems to give them more practice by putting them on my Plicker to present to

the students.

For students who master the content quickly, I would come up with five more difficult

problems using four digit numbers for multiplication and division.

needs as people and as

learners

If applicable, how does this lesson connect to the interests and cultural

backgrounds of your students?

This lesson connects to the students interest because using Plicker makes this

lesson feel like they are playing a game.

If applicable, how does this lesson connect to/reflect the local community?

How will you differentiate instruction for students who need additional

challenge during this lesson (enrichment)?

For my enrich students, I will give them extra help by making up a few extra problems to

give these students extra help.

How will you differentiate instruction for students who need additional

language support?

Accommodations (If

needed)

(What students need specific

accommodation? List

individual students (initials),

and then explain the

accommodation(s) you will

implement for these unique

learners.)

Materials

(What materials will you use?

Why did you choose these

materials? Include any

resources you used. This can

also include people!)

ELMO projector

Computer

My cell phone

The app Plicker

White boards

Markers

Plicker answer cards

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