Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Mary LePage
11/8/15 _

Subject/ Topic/ Theme

Division - personal application

Grade _______4_________

I. Objectives
How does this lesson connect to the unit plan?
Gives students space to create their own division problem and consider how they can apply division in their personal life

Learners will be able to:

Use their knowledge of long division and basic division facts to solve a problem
Relate division to their personal life to create their own word problem
Assess their own work using a rubric
Generate constructive feedback for partner
Apply knowledge of division in real world and use that knowledge to create their own division problem

cognitiveR U Ap An E C*

R, A[
Ap, C
E
An
Ap

physical
development

socioemotional

x
x
x
x

Common Core standards (or GLCEs if not available in Common Core) addressed:
CC.4.OA.3 -Solve multistep word problems posed with whole numbers and having whole-number answers using the four
operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter
standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies
including rounding.
CC.4.NBT.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.
CCSS.ELA.L.W.4.2.D. - Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCSS.ELA.L.W.4.2.D - Develop the topic with facts, definitions, concrete details, quotations, or other information and examples
related to the topic.

(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.

Long division process

Basic multiplication and division facts
Different types of remainders
Solving multistep problems
Working with word problems
Division in real life
Pre-assessment (for learning):

Discussion of divisions relation to life

Formative (for learning):

Creating a problem along the given guidelines

Outline assessment
activities
(applicable to this lesson)

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Formative (as learning):

Working together with partner to receive their feedback

Comparing their own work with rubric
Seeing their problem in comparison to partners problem
Summative (of learning):
Comparing problems that students created with given rubric

Provide Multiple Means of

Provide Multiple Means of Action
What barriers might this
Representation
and Expression
lesson present?
Provide options for perceptionProvide options for physical actionStudents are used to math
making information perceptible
increase options for interaction
worksheets and math only
using
SMART
board
or
dry
erase
to

Spreading out and working in

involving numbers - not
highlight own problem
groups throughout the classroom
application to life
Giving paper copy of problems
Difficulty in creating own

lesson plan
Engagement as students
Provide options for language,
Provide options for expression and
share their own lesson
mathematical expressions, and
communication- increase medium
plans
symbols- clarify & connect
of expression
language
Creating a practice problem
Using number operations to
before hand
solve
problems
Giving clear guidelines for
What will it take
Defining
what
is
necessary
in
creating own steps
neurodevelopmentally,
creating
problem
experientially,
emotionally, etc., for your Providing rubric
students to do this lesson?
Provide options for comprehensionProvide options for executive
Be willing to think outside
activate, apply & highlight
functions- coordinate short & long
the box of division as only
term goals, monitor progress, and
Using personal experiences
math facts
modify strategies
Stating what students need to
Application of problems to
Make problem solving steps
find for their problem
real life
Rubric
Self-Control in working
with a partner
Neatness is their creation of
problems so other students
can solve the
Materials-what materials Amusement Park Worksheet
(books, handouts, etc) do
Work from problems students created the day before
you need for this lesson
Rubric
and are they ready to
use?

How will your classroom

be set up for this lesson?

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Students are able to choose the
topics of problem
Create own problem and what they
will find in that
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

Working together to formulate

own situations and how theyre
related to other peoples
situtations
How to actually create a
problem
Provide options for self-regulationexpectations, personal skills and
strategies, self-assessment &
reflection

Solve your own problem

How clear are your questions?
How strategic is planning?

Horizontal setup in rows of three and four

III. The Plan

Time
10

Components
Motivation
(opening/
introduction/
engagement)

Development
(the largest
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Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Discuss word problem progress to gauge where
Ask questions
they are in the process
Do you need more individual
time? Do you need more partner time?
Has anyone finished?
Does anyone have any questions that would apply
to the whole class?

Talk to Mr. Koop (depending on where

students are at this time in long division

with 2 digit divisors) about having a small

group at the back table working on long
division with two digit divisors)

20
min
component or
main body of
the lesson)

5
min

Closure
(conclusion,
culmination,
wrap-up)

Students continue working on their problems (if

needed)
Edit partners problem!
Complete partners problem
Finish problems and split into groups or new pairs
Walk around and listen to progress
Ask students to present problems in 1-2 sentences

Time permitting KDL about ways division applies

to life
Again work for 30 seconds with a partner to see
how many ways they can think of that they use
division in their real life

Finish problem
Share problem with partner
Edit partners problem
Find an answer for the partners problem
Students give a single sentence description of their
problem and a 1 sentence description of their
findings.

Discuss where they used division and what they

now know
Work with the same partner as last time to come up
with division situations in 30 seconds

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.)

References:
American Education Publishing (2013). Comprehensive curriculum of basic skills Grade 4. Greensboro, NC: Carlson Dellosa Publishing LLC.

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