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USF Elementary Education Lesson Plan Template (S 2014) Name: _________Gavin___________________________Grade Level Being Taught: 4th Subject/Content: Math, Divvision Group Size: 7 Date of Lesson: Week of 12-1-14

Lesson ContentCriteria 1- Red Criterion #1: Identify a variety of appropriate instructional strategies (e.g., cooperative learning, peer tutoring, think alouds) for teaching specific concepts.

Lesson plan identifies instructional strategies that are appropriate to the content of the lesson AND the candidate can explain how the strategies promote student engagement AND candidate provides alternate strategies that could be used with specific learners’ needs (ELL, ADHD, etc.) to facilitate a learning environment with greater equity for those students.

Criteria 2- Yellow Criterion #2: Identify ways that manipulatives, mathematical and physical models, and technology can be used in instruction.

Lesson plan identifies manipulatives/models and technology that are appropriate to the content of the lesson AND the candidate explains how the strategies promote student engagement AND candidate provides alternate strategies that could be used with specific learners’ needs (ELL, ADHD, etc.) to facilitate a learning environment with greater equity for those students.

Criteria 3- Blue Criterion #3: Identify a variety of methods for assessing mathematical knowledge, including analyzing student thinking processes to determine strengths and weaknesses.

Lesson plan identifies at least two methods for assessing mathematical knowledge that are appropriate to the lesson content AND the lesson plan includes a brief cognitive interview that is based on the content of the lesson AND the lesson plan indicates teaching decisions based upon results of cognitive interview (what teacher does next if student has mastered conceptual understanding of topic vs. what teacher does next is student has a misconception or lack of understanding)

What Standards (national or state) relate to this lesson?(You should include ALL applicable standards. Rarely do teachers use just one: they’d never get through them all.)

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 and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays and/or area models.MAFS.4.OA.1.3 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.

Science--NG.S.S.S.:SC.5.N.1.1 - Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defendconclusions.

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?)

Dividing multi-digit whole numbers fluently, including solving real world problems, demonstrating understanding of the standard algorithm and checking the reasonableness of results

Focus on Strategies for fluently dividing and modeling 3 and 4 digit dividends by a 1 digit divisor.

EQ: What strategies can we use to divide with 1-digit divisors?EQ: How can we model dividing by one digit divisors?EQ: How can we use our knowledge of division to design a parking lot for MOSI?

Objectives- What are you teaching?(Student-centered: What will students know and be able to do after this lesson? Include the ABCD’s 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 in tense or tense

Students will be able to use their knowledge of division to design a parking lot that will split parking spaces into an equally-distributed amount of rows within a given space.Students will be able to collect and organize data to determine an efficient parking lot design.Students will be able to solve real-world problems using division equations.


contradiction (i.e., I will see her yesterday.)."Note: Degree of mastery does not need to be a percentage.)

RationaleAddress 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?

All students need to know how to add, subtract, multiply, and divide. Division is essential to computational thinking. This lesson will enable students to know what it means to divide and when to use it. I am teaching the concept of division this way so students will see that division is needed in the real world.

This objective will allow students to understand that civil engineers are concerned with the design and construction of public works. They use math and science to plan, design, and construct large facilities that the community uses such as bridges, sewage, and traffic systems. They must consider factors in their solutions from costs of a project to withstanding space, weather, and time. This is one of the oldest forms of engineering.

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?

Formative assessment-Students will use the problem solving lesson on page 183 and page 184, lesion 4.12, of the GoMath text book. Students will need to use strategies and ways of modeling the solution. I will collect students’ completed pages after reviewing them as a whole class to check for student learning of the objective.

Formative Assessment-As students work independently in GoMath, I will make observations of all students. I will take anecdotal notes on students’ progress toward mastery of the learning target. Observations will be made from classroom discussions and through questioning technique.

Students’ notebooks will be checked for a formative assessment as well.

Cognitive Interview: What mathematical operations are needed to solve the problem? What would the divisor represent? What would the dividend be? What would our quotient tell


us? If students do not understand, this concept will be retaught. It’s important for the students to be able to determine the divisor, dividend, and quotient of problem.

What models or strategies will help you solve the operation?How would you check to see if your quotient is the correct answer? If not, show students that the quotient multiplied by the divisor r equals the dividend.

Summative Assessment- Parking Lot Design(Students will show how they used their knowledge of division to design a parking lot.)

Journal Entries(Students will reflect in their journals by explaining which solutions they feel the school would like best and why.)

What Content Knowledge is necessary for a teacher to teach this material?

I need to be able to solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, specifically division.I need to know division strategies or models in order to teach this material.I need to be able to solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, specifically division.

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?

In the group of 7 students who will be going through this stem problem, 4 are AGP and their enrichment goals are focused in Mathematics. The reaming three are on level students across the board. Even though this is a group of high achieving students I know that some will struggle in different areas, and between the 7 support will vary.

I know that students multiplied one-digit whole numbers the year before according to third grade common-core standards( in addition to the strategies we have discussed this far into the year.) This provides students’ with background knowledge to be able to divide numbers; as division is the inverse of multiplication.

Prior to this lesson, it is necessary that students have successfully met the objectives from the


beginning of unit 4. This includes students’ knowledge of using factors and multiples of numbers to use models, such as array models, to solve for division problems. I will use a diagnostic assessment from the Grab and Go Kit for students to show what they know; this includes students’ skills of using arrays to divide, using multiples to divide, and subtracting to divide multi-digit numbers. The diagnostic assessment will be warm-ups 13.17, 12.41, and 11.33.

What misconceptions might students have about this content?

Students may preserve that there is no need to master division as long as calculators exist. However, students need to know it’s easy to push a wrong button on a calculator, and they always to need to know when the answer it’s giving is reasonable.

Students may think that their-way of solving division problems is most efficient, but there may be a more efficient way to solve division problems other than their own.

Lesson ImplementationTeaching Methods(What teaching method(s) will you use during this lesson? Examples include guided release, 5 Es, direct instruction, lecture, demonstration, partner word, etc.)

-Problem/Challenge/Engage-Brainstorm/Focus Concepts-Show what you know-GoMath pages 183-184-Plan/Design(Blueprint)-Build/Test-Analyze Data-Reflect on Improvements-Evaluate/Justify

-guided release (students will independently work in GoMath textbook)

I will use direct instruction to review GoMath problems on the board and explicitly explain to students or lecture students that they can apply these methods to solve parking lot challenge.


Students will be able to work in pairs to solve parking lot challenge.-Student-centered lesson/cooperative learning

Step-by-Step Plan(What exactly do you plan to 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?

Day 1 Problem Challenge/Engage- Step 1-Display the parking lot design challenge anchor chart in front of the class for every student to see on the board. (MOSI does not have enough parking spaces for its staff and visitors. The museum just purchased an empty lot located next door to use as a parking lot. The lot is 120 meters long and 28 meters wide. The museum needs your help to design a parking lot that shows the maximum total number of parking spaces, distributed into rows, of the given lot space. Each parking space needs to be 4 meters wide and 4 meters long. There should also be at least two thru-way lanes that are at least 6 meters wide for cars to enter and exit. Please submit a model of your proposed solution.)

Explain to students that MOSI does not have enough parking spaces for its visitors or staffs

Discuss with students if they have experiences this problem themselves or with their parents.

Explain to students that MOSI has purchased an empty lot next door and has sent out a request asking students to play the role of a civil engineer to design a parking lot to allow for more parking spaces.

Step 2-Ask students: What they think the job of a civil engineer is. Explain to students they are going to watch a video that shows the role of a civil engineer,

including solving traffic/parking problems.

Step 3- Play video and have students watch the Civil Engineer Video, http://www.youtube.com/watch?v=SqpgFaFnwWk&feature=youtu.be

Step 4- Ask students to revisit their thinking and record the role of a civil engineer in their science journals. Give the students a copy of the handout on civil engineers to read and paste in their journals.

Step 5- Problem Challenge/Engage-Distribute the Parking Lot Design Challenge to each student. Each civil engineer must design a solution that shows the maximum number of parking spaces,

http://www.youtube.com/watch?v=SqpgFaFnwWk&feature=youtu.be

http://www.youtube.com/watch?v=SqpgFaFnwWk&feature=youtu.be


distributed into rows, of the given lot space. Students may work together throughout the process but all must submit their own design.

Day 2:Step 1- Brainstorm/Investigate- Students should discuss how they are going to show the maximum number of parking spaces, distributed into rows that are available in the given space meeting the specifications of the project.

Students should discuss what mathematical operations are needed to solve the problem.

Step 2-The teacher should facilitate a class discussion. Referring to the displayed anchor chart, the teacher should ask students what mathematical operations are needed to solve the problem.

The teacher should elicit student responses.(division) Ask students to break down the parking lot design challenge: What would the divisor

represent? What would the dividend be? What would our quotient tell us? If students do not understand, this concept will be retaught. It’s important for the students to be able to determine the divisor, dividend, and quotient of problem.

H.O.T: Teacher will ask “What models or strategies will help you solve the operation?” The teacher should elicit student responses. (Array model, repeated subtraction, bar model

etc…will help solve division problems.)Step 3: (Prior to this lesson, all strategies to solve division problems have been taught in class.) Students will unlock the problem on page 183 from the GoMath text, and then complete pages 183 and 184. (This is independent work)

At this time, the teacher is taking observations of students, noting that students are mastering the mathematical standard: Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, 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.

Anecdotal notes will be taken on each student showing their illustration of their division calculation given their specific strategy, it is students using an array model, repeated subtraction, regrouping, ect….

If a student or students displays difficulty, differentiate instruction for student using manipulatives: pull individual students or small group to the kidney table to teach these


students how to solve long division using base ten blocks. Explain that you want to divide these base-hundred, ten and one blocks into equal groups.

(The problem would be 204 ÷ 6 = 34) Ask student/students questions about the steps needed to take- Have students trade in the hundred blocks for base ten blocks and distribute the blocks themselves to solve the problem.) Repeat another problem with student.

Have student complete problem on paper.

Step 4: Once students complete GoMath pages and students solving problems with manipulatives, 2 problems from each page will be reviewed on the board by the teacher

The teacher will answer each problem using the models or strategies best to solve the problem. The teacher should explicitly explain each step –thinking aloud.

Students are checking their answer.

Step 5: The teacher will facilitate the discussion on:H.O.T: “How will you apply your knowledge of these strategies to solve the parking lot design challenge?”

Have students share strategies and ways of modeling the solution.

Day 3-Plan build design(blueprint):


Prior to step 1: Review anchor chart with class going over the parking lot design challenge.

Ask students: how long is the parking lot? How wide is the parking lot? How many two way lanes do you need? If students do not understand, then point to the anchor chart/ and have students refer to their design challenge sheet to extract the information. This information needs to be clear to all students.

Show class image of parking lot (below) (this should be blown up on overhead projector)

Review the features of a parking lot-review out loud with class the thruway lanes or aisles is space for cars to enter exit the parking lot, and thru way lanes allows space for cars to pull in and back out. Explain to students that thru way lanes are required in their design. This image should remain posted in the classroom for all students to see throughout the remainder of the lesson. Students must take into consideration the dimensions of their thruway lanes in the overall space of the parking lot. (The width of the thru way lanes must be subtracted from the overall space for parking.)

Step:1 Model for students how to create the area for a given space. The space should be labeled with the length and width. Thru-way lanes should be in the model example, and the teacher should model for students how to deduct the space for the thru way lanes from the overall space for parking. The teacher should follow all the steps given in the teacher’s model.

The teacher should be thinking out loud to abide by the specifications of the parking lot.


Step 3: Have students work in groups (2.2 and 3). Ask them to work with partner(s) to create a model of their solution in their notebook. (Each student should have their own model)

The teacher should explain that this is just a rough copy and that it does not need to be perfect, but it should include the math to explain the maximum number of cars that are distributed in rows that can fit in the parking lot space.

The teacher is walking around the classroom checking students’ notebooks. If a child does not understand, reteach the mathematical steps using the models from the prior day.

The teacher may pull individual students to show students they can use snap cube or other manipulatives of how many cars will be in each row of the parking lot, and how many rows will be in the parking lot.

Step 4- Once the students have a plan in their notebook; give them a copy of blank sheet of white printer paper to transfer their information onto.

Day 4:Build/Test:Step 1- Provide each pair of students with anchor chart, markers, and a packet of 2”x2” post-its, and glue if needed. (One color should outline the parking lot’s perimeter. One color should represent the rows of the parking lot. One color should represent the two thru-way lanes. One color should represent the parking spaces.)

Step 2- Give students 25 minutes to create a model based from their blueprint in their notebook, or printer paper showing how they display their parking lot design that meets all specifications.

The teacher should be checking to ensure students are successfully creating their models. The teacher can reference the parking lot design provided, which shows one solution in which the parking lot may be designed. Students are not to see this example.)

Students may also look at classmates’ model as an example.Step 3-Analyze Data: Student-CenteredHave the students place their design on their desk.

The students will create a data chart that shows each groups number of parking spaces and number of rows. (See example of student data chart, this may be displayed for students.)

The students will rotate around and look at the different design solutions. They will be able to make notes in a separate column by each group as they circulate.


The student pairs will discuss which team’s data looks best for MOSI’s new parking lot, and the pairs will share out their thinking with the class.

After looking at each design the students will evaluate the data and determine as a class which solutions they feel would be best for MOSI, and which need to be improved.

Step 4: Students will reflect in their journals by explaining which solutions they feel the museum would like best and why.

Teacher collects journals to grade and models to grade.

What will you do if… …a student struggles with the content?A student might struggle during independent work in the GoMath books. If a child is experiencing difficulty solving long division problems with the regrouping strategy, array model and repeated subtraction, then show student/students how to solve long division using manipulatives such as base-hundreds, tens, and ones blocks. (See instructions below)

Instructions: If a student or students displays difficulty, differentiate instruction for student using

manipulatives: pull individual students or small group to the kidney table to teach these students how to solve long division using base ten blocks.

Explain that you want to divide these base-hundred, ten and one blocks into equal groups. (The

problem would be 204 ÷ 6 = 34) Ask student/students questions about the steps needed to take- Have students trade in the


hundred blocks for base ten blocks and distribute the blocks themselves to solve the problem.) Repeat another problem with student.

Have student complete problem on paper. If a student is struggling during the design/build stage… student or students will receive

support from the teacher. In addition, these students may take a look at another group’s design/model.

What will you do if… …a student masters the content quickly?If a student masters the content quickly, the student may utilize the computer to conduct research on the design of parking lots. The student should use their obtained information in their design.

Meeting your students’ needs as people and as learners

If applicable, how does this lesson connect to the interests and cultural backgrounds of your students?

The lesson connects to the interests and cultural backgrounds of my students because MOSI does have limited parking spaces (At least up close that we have seen through our walk over to MOSI). Since MOSI is affiliated with Pizzo and they have many opportunities to go over there, and the school in their community, this will spark students’ interest to solve the problems.

If applicable, how does this lesson connect to/reflect the local community?MOSI is in the local community. Many community members and their children go here, our


Elementary school has MOSI night were all students can come for free.

How will you differentiate instruction for students who need additional challenge during this lesson (enrichment)?Students may find how many ways the parking lot can be designed. They could find the number of ways to distribute rows in the parking lot. This is also a lesson that is being taught specifically for the purpose of enrichment.

How will you differentiate instruction for students who need additional language support?

None of the students will need 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.)

ET- has a hard time staying focused I will provided him with written directions for him to keep with him while working.AE- Have a verbal discussions (one on one) to insure she understands the directions.RB- Will need the most support as far as the math portion goes, she often gets overwhelmed by multistep problems and will need to have the work broken into pieces for her. So she will be expected to complete a piece conference with me, then move on.

Materials(What materials will you use? Why did you choose these materials? Include any resources you used. This can also include people!)

All resources, such as GoMath books, are needed for instructional practice, diagnostic assessment, and formative assessment. The anchor chart paper, post-its, and markers are needed for students to complete their model of their parking lot. The rest of the resources contains the information for students to complete their models and is used for summative assessment.

-GoMath book (student and teacher books)-14 (2x2 or 2x3) anchor chart paper-12 packs of post-its-12 packs of markers-students’ math notebooks


-manipulatives(base blocks)-all resources-parking lot design challenge, parking lot image, civil engineer page, chart page, and rubric

Parking Lot Design Challenge

MOSI Needs Civil Engineers from Pizzo to Solve Its Parking Problem!MOSI is teaming up with Pizzo Elementary to get students to help them with a huge problem! MOSI does not have enough parking spaces for its staff and visitors. The museum just purchased an empty lot located next door to use as a parking lot. The museum needs your help to design a parking lot to improve its parking problem.

Please submit a model of your proposed solution.

Each model must: Use only anchor chart paper provided and post-its provided

The parking lot design must conform to the following specifications: Use only 120 meters long and 28 meters wide for the space of the parking lot Each parking space needs to be 4 meters long and 4 meters wide Each parking lot should have at least 2 thru-way lanes that are 6 meters wide for cars to


enter and exit the parking lot and parking spaces All parking spaces should be equally distributed into rows

Rubric: Parking Lot Design Challenge and Journal/Notebook EntriesCATEGORY 100 75 50 25

Organization The parking lot design has exceptionally attractive formatting and well-organized information.(The parking lot descriptions are clearly outlined. One color should outline the parking lot’s perimeter. One color should represent the rows of the parking lot. One color should represent the two thru-way lanes. One color should represent the parking spaces.)

The parking lot design has attractive formatting and well-organized information. (The parking lot descriptions are almost clearly outlined.)

The parking lot design’s formatting and information is hard to understand. (The parking lot descriptions are almost clearly outlined.)

The parking lot design’s formatting and organization of material are confusing to the interpreter. (The parking lot descriptions are not clearly outlined.)

Checklist Student has all four parking lot specifications in their design.

Student has at least three parking lot specifications in their design.

Student has at least two parking lot specifications in their design.

Student has one or no parking lot specifications in their design.

Shows mathematical operation

Student clearly identified the division operation to solve problem and used division to solve problem.

Student clearly identified the division operation to solve problem

Student clearly identified division operation to solve the problem but was unable to use the

Student was unable to identify division operation to solve problem.


and used division to solve problem but experienced difficulties solving problem.

operation to solve the problem.

Show mathematical thinking and use of strategy

Student shows mathematical thinking through use of array model, repeated subtraction, array model, area model, or regrouping strategy and effectively solved problem.

Student shows mathematical thinking through use of array model, repeated subtraction, array model, area model, or regrouping strategy but experienced difficulty solving problem.

Student shows answer of problem, but did now show work in use of division strategy.

Student did not show answer or work in use of division strategy.


Civil Engineers Civil Engineers are concerned with the design and construction of public works. They use math and science to plan, design and construct large facilities that the community uses such dams, bridges, tunnels, sewage, water supply, and traffic systems. They must consider factors in their solutions from costs of a project stability to withstand weathering and time. This is one of the oldest forms of engineering.


Class Data SheetGroup # Number of Cars Number of Rows

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