Lesson Plan - Day 2

Date Taught: July 11, 2018

Topic: Basic Division

Standard: 4.NBT.B.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.

Big Idea: We are going to include activities for multiplication that are much more
engaging. We have planned for the possibility that many of the students in our group will
not be present and we will provide problems that are more challenging, especially for
Caleb and Brooke who are the students we know who will for sure be in attendance. We
want them to be as solid with their ability to divide as they are with multiplication. We
are using more complex problems and will place them in balloons that they will have to
solve (together if necessary).

Big Picture: Use ENGAGING activities and not assume everyone will be present

Objectives: To use division as a way of reversing multiplication using multiple

mediums. Dividing larger numbers by smaller ones, including 10s, 100s, and 1000s.

Student-Friendly Objective: Learn division in ways that do not require paper and pen.

Assessment Plan: Observe students throughout to see what level they are at for
division.

Materials Needed: balloons, Jenga game, sticky notes, play-doh, pin

Key Vocabulary: Quotient, remainders, divide

Anticipatory Set: Ask students to use play-doh to represent the division of multiple
equations or scenarios. For example, “you need to share the play-doh with 4 people,
show that division of the play-doh.”
Instructional Inputs:
● Set expectations as part of inputs. Let students know and understand what is
expected
● The critical inputs necessary for students to understand the lesson concepts or
prepare them for modeling
● Plan questions to insure higher order thinking

Guided Practice/Modeling: Show students what is to be done and expectations for the
process

● Division includes dividing a quantity into groups. This will be represented as we

use multiple items and represent dividing them. We may use the students, the
play-doh or objects in the room like pencils. We want to use play-doh as a
manipulative for Brooke to help her be more engaged in our lesson today.
● Activity: There will be two groups of balloons on the ground. Some of them will
have a larger number and the others will have smaller ones. They will get to pop
one of each and then they will need to divide the larger by the smaller. If there
are remainders or they are struggling, we will guide them through it and have the
group work on it together. Having them pop the balloon to create their problems
will hopefully have them be more engaged than they were for our first lesson.

Closure:
Review or summary of critical objectives. We will ask them to explain the steps of
division, especially the new ones they learned during the lesson.

Independent practice/application:
Division Jenga: Jenga tiles will have division equations on the end. They cannot remove
a piece unless they can answer the equation. Students will be given paper and pencil to
work on the problems and solve them ahead of their turn if they are determined to
remove a particular one. We hope this will make them all feel more motivated to do
division if they need it in order to participate in this game.

Differentiation:
● Caleb - We are going to provide him the most complex questions to solve
● Brooke - she is always doing things with her hands during our instruction so we
included play-doh for her
● Grace - If Grace shows up, we will continue to go over multiplication times tables
with her and simpler division problems
● Bryce - If Bryce shows up we will have one of us go through the pre-assessment
questions with him
● Milly - If Milly shows up we will have one of us go through the pre-assessment
questions with her