Teacher Candidate Name: Sarah Castillo School: M.

D Elementary School Grade: 5th

Topic: Dividing by 1-digit divisors Essential Question: What is the standard procedure for division and why does it work?
Concept: Answers to problems should be checked for reasonableness and this can be done in different ways.
Standard(s): Learning objective(s): Assessment(s):
5.NBT.6: Find whole-number quotients of whole numbers
with up to four-digit dividends and two- digit divisors, SWBAT.1: Determine whether a solution Formative:
using strategies based on place value, the properties of is reasonable by using various methods.
operations, and/or the relationship between multiplication Teacher observations
and division. Illustrate and explain the calculation by using SWBAT.2: Interpret a remainder when Student responses
equations, rectangular arrays, and/or area models. solving a division problem. Practice problems
SWBAT.3: Write why their solution is Summative:
W.5.2. Write informative/explanatory texts to examine a reasonable using visual representations
topic and convey ideas and information clearly. and/or equations. Quick Check quiz
Collaborative Math Problem-
W.5.2.D. Use precise language and domain-specific Solving Rubric
vocabulary to inform about or explain the topic.
Planning:
Materials: blocks, paper, and pencil.
Technology / Visuals: PowerPoint presentation and chromebook/computer.
Groupings: during engage, explore, explain, and expand students will work in small groups based on their pre-assigned table seating (day 1).
During evaluate students will complete the quick check independently (day1). Students will work independently during engage, centers, part
of the extend portion of the period, and evaluate (day 2). Students may work in table groups for the second portion of extend (day 2).
Cite Sources:
o enVision Math
o Asha Jitendra, Professor, University of Minnesota and Amy Lein, Doctoral Student, University of Minnesota Alert Issue 22, Winter
2015
Previous Knowledge: The four steps in problem solving (understand, plan, solve, and look back), estimating quotients using compatible
numbers, and dividing powers of 10.

Teaching and Learning

Process Steps Teacher Students

Explain to the students that they have used division to solve problems before. Today
Engage
we will be learning to check the reasonableness of the answers to a division problem
(Day 1)
involving a remainder.
 Briefly review the four steps in problem solving that are listed on slide #2 in the
PowerPoint (understand, plan, solve, and look back). Focus on how student need to Students will be activating prior
look back at their solution to determine whether their answer is reasonable. knowledge and brainstorming ideas
concerning the reasonableness of a
Remind the students of the previous lesson concerning estimating a quotient using problem.
compatible numbers (displayed on slide #3). Once we found our compatible numbers,
then we could find our solution. Although

Ask:
Is 7 is a reasonable solution that problem? Why or Why not? (No, we need to
annex 1 zero resulting in 70) Analyzing
What does it mean for the answer to a problem to be reasonable? Understand

Explain to the students that they will be working in small groups to solve the Students will be working in small
following problems. Make sure the students are showing and checking their work. groups to find the solution to the
Students may use blocks to create a concrete representation of the problem. Problems problems.
Explore are displayed on slide #4.
(Day 1)
Problem #1: How many 6oz glasses can you fill with 32oz of orange juice? Students may create a concrete
representation of the problem by using
Problem #2: How many bags are needed for 32 apples if each bag holds 6 apples? blocks.

Once the students have found a solution to the problems, ask the following
questions
Ask: Students will test whether their
How are these two problems the same? (You can divide 32 by 6 to solve both solutions are reasonable answers to the
problems) Analyzing problems.
What is the quotient of 32/6? (5 R2) Remembering
How do you know this is a reasonable answer? (5x6 = 30 & 30 + 2 = 32)
Evaluating Students may create a more concrete
Explain
How could you determine that the answers are reasonable? (Use multiplication, representation of the problem by using
(Day 1)
use context of the question) Evaluating blocks.

Demonstrate how to use the blocks to visualize the concept and determine why or
why not their solutions are reasonable (displayed in slides 5-7) Students will actively participate in the
class discussion and make connections
Ask: between the two math problems.
Is 5 R2 a reasonable answer for either of these problems? Why or why not? (No,
5 glasses or bags with 2oz or apples left over doesnt fully answer the question)
Analyzing
 What is a reasonable answer for how many glasses can you fill with 32oz of
orange juice? Why? (5 glasses; the remainder means that 2/5 of a glass has
orange juice and this is not enough to fill another glass) Analyzing
What is a reasonable answer for how many bags are needed for 32 apples? Why?
(6 bags; the remainder 2 means that 2 apples are left over. 2 apples will not fit in
the bag, but a bag is needed to hold them.) Analyzing

Explain that we need to interpret what the remainder means in a division problem.
Think about what the question is asking.

Have the students work in small groups to solve the following problems. The
problems are displayed on slide #8. Emphasize that the students will be explaining
why their solution is reasonable.

Problems: How many tables are needed for 23 students if each table holds 4? How
many teams of 4 can be made from 23 students? (6 Tables; 5 teams)
Students will work in small groups to
Once the students have found their solutions find reasonable solutions to the
Ask: problems.
Expand
How do you know this is a reasonable answer? (4x5= 20 & 20 + 3 = 23)
(Day 1)
Evaluating
How could you determine that your answers are reasonable? (Use multiplication. Students will be discussing their
Use the context of the problem, ask yourself what are they asking for?) results with the class and explaining
Evaluating why their solution is reasonable.

Have the whole class agree or disagree with the reasonableness of the students
solutions (thumbs up/thumbs down)

Note: there is an addition problem if needed displayed on slide #9.

The teacher will be considering student responses and observations throughout the
lesson when determining whether the students understand the concept.
Students will submit their group work.
Evaluate The teacher will be reviewing the students group work to evaluate student
(Day 1) understanding. Students will be completing a quick
check quiz at the end of the period.
The teacher will be administering a quick check quiz at the end of the period to
determine understanding.

Engage Explain to the students that based on the results of their quick check quiz they
(Day 2) completed the day before, they will be completing math centers. The teacher will
assign the students to their centers based on the following results:

Center #1: 4/5 or 5/5 on the quiz

Center #2: 3/5 on the quiz
Center #3: 2/5 on the quiz
Center #4: 1/5 on the quiz

There are four different math centers. These centers provide a variety of academic
levels based on the level of understanding of the student.

Center #1: IXL for fifth grade then choice board

Centers Students will be completing their
Center #2: IXL for fourth grade then choice board
(Day 2) assigned math center.
Center #3: video, IXL for fourth grade, then choice board
Center #4: teacher table for mini lesson, video, IXL for fourth grade, then choice
board

Each student will complete the

Explain to the students that they will be completing a collaborative math problem- following Problem-Solving
solving activity. The students will work in groups of 3 or 4, based on their pre- Checklist:
assigned table seating arrangements. Write the following problems on the whiteboard:
Reread the question and circle
Problem #1: the important information
There are 68 students going on a field trip. Each bus holds 8 students. How many Plan you organization
buses does the school need? (9 busses) Show your thinking use
Problem #2: number sentences
There are 68 cans that need to be placed in a pantry. Each shelf can hold 8 cans. How Use math vocabulary
many shelves will be full? (8 shelves)
Explain how you found the
Extend solution
Give each student a Problem-Solving Checklist to refer to when solving the
If helpful draw a picture or
(Day 2) problems. Each student will work independently to try to find a solution to the
diagram
problems. Once the students have written down their solutions, then they can discuss
their results with their table. Finally, each table will complete a written response Double-check answer
explaining their strategy and why their solution is reasonable.
Students will work independently to
Use the following talk moves to support table discussions between peers: find a solution to the problem.
Revoicing clarify what the student told you
Rephrase ask a different student to retell the idea in their own words Students will work in small group to
Reasoning ask, Do you agree or disagree with...? compare their solutions to the given
Elaborating ask, Do you see the connection between idea and.idea? problem.
Waiting always give the students time to think about their responses.
Students will work in small groups to
 write a paragraph explaining how to
find the solution and why its
reasonable.

The teacher will be considering student responses and observations throughout the
period when determining whether the students understand the concept.

The teacher will be reviewing the students math center work to evaluate student
understanding and determine whether the student requires additional instruction. Students will hand in their independent
Evaluate
work and their written small group
(Day 2)
The teacher will be collecting the students group response to evaluate student paper by the end of the period.
understanding. This will be graded using the Collaborative Math Problem-Solving
Rubric.

Differentiated Instruction:
Each table will be given the four steps in problem solving to refer to during the lesson.
Students will be working in small groups.
Students will be given math cubes to create a more visual representation of the problem.
Problems will solved using written and auditory demonstrations.
Students will be completing different math centers based on level of understanding.
Students are assigned table seating based on various levels of academic achievement (non-homogeneous).

Note: Student H, C, and F only need to complete problems 1-3 on the quick check quiz.

Tired Objectives:

SWBAT.1.High: Determine whether a solution is reasonable by using various methods and then prove their analysis.

SWBAT.1.Low: identify whether the problem is reasonable.

SWBAT.2.High: interpret a remainder when solving a division problem and predict how an incorrect interpretation would affect the solution.

SWBAT.2.Low: identify whether they need to use the remainder when solving a division problem.

SWBAT.3.High: Write why their solution is reasonable using visual representation and equations.

SWBAT.3.Low: Dictate why their solution is reasonable using visual representations or written equations.

*******Analysis of Student Learning ********

Students were able to (achieve, partially achieve, not achieve) the following objectives:
Achieved:

SWBAT.1: Determine whether a solution is reasonable by using various methods.

SWBAT.2: Interpret a remainder when solving a division problem.

Partially Achieved:
SWBAT.3: Write why their solution is reasonable using visual representations and/or equations.

Evidence:

Quick Check Quiz

Total number of students = 18

Approaching Needs Improvement Support Needed

Proficient (5/5)
Proficient (4/5) (3/5) (>2/5)

12 students (67%) 5 students (28%) 1 student (6%) 0 students (0%)

Note: results based on two students receiving additional support during the exam.

Collaborative Math Problem-Solving Rubric

Total students = 19

1 - Novice 2 - Approaching 3 - Proficient 4 - Exceeding

0 students (0%) 4 students (21%) 14 students (74%) 1 student (5%)

Note: the students overall performance was based on their average score in all categories.

Explanation: At first it seemed that a lot of students were struggling and did not understand the concept. Even though long division was introduced
in fourth grade, many of my students did not remember how to do long division. Therefore, I decided to give my students manipulatives to help
then solve the problems. One modification I had to make during my lesson was allowing my students to use the blocks throughout the lesson
instead of removing them after the lecture. Originally I thought keeping the blocks would create an unnecessary distraction, but I found that the
students relied heavily on the manipulatives in order to solve the problems. This also resulted in an increase in student participation. Additionally, I
found that many students struggled with explaining why their solution was reasonable. This concept is difficult skill that is somewhat new to them.
Based on the slight improvement between day 1 and day 2, I find that with more practice my students will be able to improve this skill.

Collaborative Math Problem-Solving Rubric

Name: _____________________
Criteria 1 - Novice
Limited to no collaboration
evident. Answer is either
Collaboration completely new, or is just
one members answer
copied.
Limited to no evidence of
Explanation/
explanation of steps taken
to solve the problem. Some
Communication to solve the problem. No
use of math vocabulary.
Explanation shows very
limited understanding of
Conceptual
the underlying concepts
Understanding
needed to solve the
problem OR is not written.
Procedure/
Did not use an effective
Strategy strategy to solve problem.
More than 75% of the Most (75-84%) of the steps
Accuracy steps and solution have
mathematical errors.
Total: ______
Note: based on students expected student objectives, total number of points earned is divided based on the following:
Low: ___/10 (expected approaching) Middle: ___/15 (expected proficient)
2 - Approaching 3 - Proficient
Some collaboration Good evidence of
evident. At least two collaboration. All
members answers are members answers are
stated. stated.
Some evidence of Good evidence of
explanation of steps taken explanation of steps taken
to solve the problem.
proper use of math Proper use of math
vocabulary. vocabulary.
Explanation shows some Explanation shows
understanding of the substantial understanding
mathematical concepts of the mathematical
needed to solve the concepts used to solve the
problem. problem.
Attempted to use an
effective strategy to solve Used an effective strategy
the problem, but did not to solve the problem.
use it consistently.
Almost all (85-89%) of the
and solution have no steps and solution have no
mathematical errors. mathematical errors.
High: ____/20 (expected exceeding)
Date: _____________
4 - Exceeding
Excellent evidence of
collaboration. All
members answers are
stated and expanded on.
Clear and concise evidence
of explanation of steps
taken to solve the problem.
Proper use of math
vocabulary.
Explanation shows
complete understanding of
the mathematical concepts
used to solve the problem.
Used an efficient and
effective strategy to solve
the problem.
90-100% of the steps and
solution have no
mathematical errors.
 Quick Check Quiz
Name: _______________________ Date: ___________
Directions: answer the following questions and make sure you SHOW YOUR WORK.
1. Samantha has 45 books. She can pack 7 in each box. How many boxes can she completely fill? How many books will be
left?

A. 6 boxes; 3 books
B. 6 boxes; 2 books
C. 7 boxes; 0 books
D. 7 boxes; 3 books

2. Dana invited 35 people to a party. Bottled soda comes in packages of 6 bottles. How many packages must Dana buy to
have enough soda for each guest to have 1 bottle?

A. 4
B. 5
C. 6
D. 7

3. There are 48 students going on a field trip. Each van holds 10 students. If every van but the last one is full, how many
students will be in the last van?

A. 7
B. 8
C. 9
D. 10

4. Writing to Explain. For a cookout, Amelia is serving hamburgers. She has invited 35 people. Hamburger buns come in
packages of 8. Hamburgers come in packages of 4. If each person will eat 1 hamburger with a bum, how many packages of
hamburgers does she need? How many packages of buns does she need?
 Specific Elements to Include in your Lesson
In what Part of the Lesson is
Element
this done?
Tiered Learning Listed under differentiated
Objective instruction.
This concept is integrated
Cross Disciplinary
throughout the unit in various
Skills
degrees.
The various levels of Blooms
Higher Order Taxonomy are italicized after
Questions each question. This is done
though out the lesson.
Part A= Day 1, explain.
Part B= Day 1, explain and
Evidence-Based extend. Day 2, extend.
Practices
Part C= Day 1, explore,
explain, extend, and evaluate.
Day 2, centers and extend.
Formative assessments were
completed throughout both
Assessment periods. Summative
assessments were completed at
the end of each period.
Description of how you included this element
I included two additional variations of each student objective. One for students who
exceed the standards and one requiring less cognitive demand.
The primary concept in this unit is problem solving. This lesson encourages students
to think critically when determining what the solution is and why that solution is
reasonable. It also focuses on students using critical thinking to interpret what their
remainder means and if they need to use it to find the correct solution.
My questioning technique includes multiple levels of cognitive demand. For example,
remembering, understanding, analyzing, and evaluating.
I used elements from Schema-Based Instruction (SBI) in my unit. This is an
instructional intervention design that enables the students to prime the problem
structure (Jitendra, A & Lein, A, 2015). Research has shown this method proving to
be successful with students with learning disabilities and those with or at risk for
mathematics difficulties. There are three primary portions of this method.
(a) Identify the underlying problem structure and focus on key elements and relations
between elements. This was implemented by asking the students to find connections
between two problems, determine what the problem was asking, and identify key
words to help up solve the problem. The students were also given a step-by-step
checklist to refer to during the lesson.
(b) Use a diagram to represent the problem situation. This was implemented by
showing the students a diagram of the problem. Also, this unit gives the students the
opportunity to use manipulatives and/or draw representations of the problems to help
them visualize the solution.
(c) Select an appropriate solution method to solve the problem. Students were required
to use various strategies to solve multiple mathematical problems throughout the unit.
Formative:
Ask, What does it mean for the answer to a problem to be
reasonable?(SWBAT.1 pre-assessment, during day one engage).
Ask, What is a reasonable answer for how many glasses can you fill with 32oz
of orange juice? Why? (SWBAT.2, during day one explain).

Day 1: Implemented during the
engage, explore, explain, and
Formative extend portion of the lesson.
Assessment
Day 2: implemented during the
extend portion of the lesson.
These assessments were
Summative implemented during the
Assessment evaluation portion of my
lessons.
Day 1: Implemented during the
engage, explore, explain,
extend, and evaluate as needed.
Feedback to Students
Day 2: implemented during
centers, extend, and evaluate as
needed.
This concept is distributed in
Universal Design for
various degrees throughout the
Learning
unit.
Ask, What is a reasonable answer for how many bags are needed for 32 apples?
Why? (SWBAT.2, during day one explain)
Ask, Is 5 R2 a reasonable answer for either of these problems? Why or why
not? (SWBAT.1, during day one explain).
Have the whole class agree or disagree with the reasonableness of the students
solutions (SWBAT.1, during day one extend).
Using various talk moves to encourage peer interactions and determine student
understanding (SWBAT.1 & SWBAT.2. During day two extend).
Summative:
Students will be completing a Quick check quiz (SWBAT.1 & SWBAT.2,
during day one evaluate).
Students will be completing a collaborative math problem-solving activity
(SWBAT.1, SWBAT.2, & SWBAT.3. During day two evaluate).
I used teacher observations, student responses, and student work during practice
problems to determine how well the students comprehended the material. This gave
the students a variety of opportunities to show their understanding. For example, a shy
student did not need to share their ideas in front of the whole class then could show
their work for the problems.
I included two different summative assessments in this mini-unit. A Quick Check
quiz and a Collaborative Math Problem-Solving activity. The quiz is more
straightforward and does not require a lot of cognitive demand. It is a written exam
testing students knowledge of the concept.
Alternatively, the collaborative activity is requires more cognitive demand. This
actively assesses students knowledge of the concept as well as their skills in
explaining that knowledge.
I provided immediate feedback when students asked a direct question and when
reviewing students shown work for their practice problems. I also provided written or
oral feedback concerning their quick check quiz results. During the collaborative
problem-solving math activity, I conferences with small groups on what they thought
and provided feedback on their ideas. Finally, I offered additional feedback on their
results concerning the collaborative problem-solving math activity.
This unit provided multiple means of representation by giving the students the
opportunity to see the problem visually through graphs, physically through the
provided manipulatives, as well as an auditory representation.
 This unit provided multiple means of action and expression by giving the students the
opportunity to choose whether they wanted to express their ideas through
manipulatives or through written equations.

This unit provided multiple means of engagement by giving the students opportunities
to work in small groups as well as individually. It also incorporated a choice board,
which gives the students many different activities to complete based on their interests
and learning preference.

I differentiated my content by presenting the problems using written and auditory

demonstrations. I also incorporated concrete manipulatives and visual representations
such as graphs. My instruction methods were also varied, I used both teacher directed
and student directed instruction approaches.

I differentiated the process my students learned by allowing the students to work in

This concept is distributed in small groups, complete practice problem, discuss problem-solving strategies with
Differentiated peers, and use math manipulatives to solve problems. During centers the students
various degrees throughout the
Instruction were engaged in various activities based on their understanding of the topic. Students
unit.
are also assigned table seating based on various levels of academic achievement (non-
homogeneous). This provides struggling students with additional support while also
requiring other students to express their ideas in a practical way.

I differentiated my assessment by having the students work in small groups or

lowering the amount of problems to complete for some students.

This technology is used in I use a whole room amplification system in my classroom. This system is for one
Assistive Technology various degrees throughout the particular student who has moderate hearing loss. Although, it is beneficial for all my
unit. students and is utilized daily.