Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Anika Slauer

Date

11/30/15

Subject/ Topic/ Theme

Estimating Quotients using Multiples

Grade __4th___________

I. Objectives
How does this lesson connect to the unit plan?
This lesson is the first in the unit. The students will begin the journey towards long division after having completed a multiples unit. The lessons to
follow are a continuation in bridging the gap between multiples/multiplication and division.
cognitiveR U Ap An E C*

Learners will be able to:

Recognize the connection between multiplication and division by asking the question the divisor times what is the
quotient? Ex. 112/8=___ is the same as 8x___=112
Decipher which two multiples the quotient lies between (relating multiples to division) then compare the multiples to
estimate the quotient.
Critically read complex story problems that involve real-world examples, while appreciating the connection and
practicality between division and the real world.
Write, solve, and appreciate real-world problems relating to estimation using multipleswrite this problem in the
Journey to Long Division packet with a partner.
Know the difference between dividends, divisors, and quotients and be able to fluently use these terms within their
assignments.

physical
development

socioemotional

X
X

R
UApAn
U
RUApC
UAp

Common Core standards (or GLCEs if not available in Common Core) addressed:
4.NBT.B.6
(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.

-How to multiply
-Multiples up to 9: what they are and how to find them
-The concept of estimation
-How to round
-Multiples of 10/the rule of 10
Pre-assessment (for learning): The students took a pre-assessment in October so I could gage how
much they knew about division and remainders.

Outline assessment
activities
(applicable to this lesson)

Formative (for learning): Checking whiteboard answers to see how the students compare as a whole,
and where they are at in comparison to where they need to be before doing their homework.
Formative (as learning): Students can compare their whiteboard answers to the answers at the front of
the class. They can also compare their answers within their pairs.
Summative (of learning): Homework will be collected the following day and their scores for their math
facts will be available for me to see online.
Provide Multiple Means of Representation

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Provide Multiple Means of

Action and Expression

Provide Multiple
Means of
Engagement

What barriers might this

lesson present?
Deciding whether or not the
division equation is greater
than or less than a given
quotient could be
challenging for students.
They will just begin
understanding the process
of estimating when they
suddenly have to
understand and apply the
concept in a new fashion by
analyzing story problems.

Provide options for perception- making

information perceptible
Using song and whiteboards for students to
see and hear the information differently.

Provide options for physical

action- increase options for
interaction
Using whiteboards to solve
answers during practice.
Trashketball is used for a brain
break.

What will it take

neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
The students might have a
hard time with this lesson
neurodevelopmentally
because there are a lot of
numbers to hold in their
heads. The students have to
remember the original
divided, the multiples of the
divisor, what the divisor was
multiplied by in order to get
a number above and below
the dividend, the multiples of
the numbers above and
below the dividend, and
which number is closer to
the dividend--this is a lot. By
eliminating the distraction of
working ahead in the book
and by giving the students a
cheat sheet (Journey to
Long Division) the students
will hopefully be relieved of
some anxiety.

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Provide options for language, mathematical

expressions, and symbols- clarify & connect
language

Provide options for expression

and communication- increase
medium of expression

Reviewing old terms and learning new terms

at the beginning of the lesson. At the end of
the lesson they will receive a page from the
Journey to Long Division packet with the
terms/definitions listed, as well as steps to the
problems and examples.

Whiteboards will be used to

solve problems.
Journey to Long Division
packets will be used to express
the highlights of the lesson and
students will incorporate their
own examples in the booklet.

Provide options for

recruiting interestchoice, relevance,
value, authenticity,
minimize threats
I will be sure to
wait for many
students hands to
be raised so that
no student feels
rushed to find an
answer. If the
students
whiteboard is in
the air, I can
assume that
theyve completed
the problem;
therefore they can
help with the
problem. They
also have the
choice to write a
story problem
about any given
topic.
Provide options for
sustaining effort and
persistence- optimize
challenge,
collaboration,
mastery-oriented
feedback
If students are
understanding the
concept and are
staying on task, I
will give them the
option to work with
a partner on their
story problems
(they will have the
freedom to choose
their partner).

Provide options for comprehension- activate, apply

& highlight
Highlight key words and phrases in the
homework assignment so students answer the
correct questions.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to use?

Provide options for executive

functions- coordinate short &
long term goals, monitor
progress, and modify strategies
Comparing their personal
answers to the answers on the
Elmo projector, as well as
other students white boards in
order to self-regulate.

Provide options for

self-regulationexpectations,
personal skills and
strategies, selfassessment &
reflection
Comparing their
whiteboards to the
Elmo and to other
students
whiteboards. The
following day they
will receive their
homework
assignments back
so that they know
where they are
making mistakes.

Math book--lesson 4.1, whiteboards, markers, pencils, Journey to Long Division page one,
recycling bin, computer, and projector.

One whiteboard, marker, and Journey to Long Division page one on every students desk.
How will your classroom
be set up for this lesson?

III. The Plan

Time
2:03

Components
Motivation
(opening/
introduction/
engagement)

5
min

5
min

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Development
(the largest
component or
main body of
the lesson)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Divide and Conquer: Rules of Divisibility (2:03)
http://studyjams.scholastic.com/studyjams/jams/math/multiplicationdivision/single-digit-division.htm

-We are working our way towards long division by discovering 5

basic skills that will help us when dividing. Today we are focusing
on estimating quotients using our knowledge of multiples.
Who knows what a quotient is?
What about a dividend?
Divisor?
-Draw out an equation and label the three parts to the equation.

-Students raise hands to

answer the questions and
draw an equation with
labels.

-I have 110 muffins that I want to put in boxes. Each box fits no
more than 8 muffins. About how many boxes will I need to fit all
110 muffins?
Which multiple would we use? 8
Write out multiples of 8
Which multiples products are closest to 110? 13(104) and
14(112)--these both represent the number of muffins

-Take out whiteboards

and solve steps along with
me answering questions
as I prompt them.

Out of those two products, which is closest to 110 muffins?

112
So what is our estimate for the number of boxes we would
need to fit all of the muffins?

5
min

-Sometimes using multiples between 1-9 are not very helpful.

196/4 What multiples would we list? 4
Begin to list multiples of 4--this is going to take a long time
to get up to 196
If this is the case, we can use multiples of 10
Multiply 4 by multiples of 10--40, 80, 120, 160, 200
What two numbers is 196 between? 160 and 200
What two numbers did we multiply to get to 160? What
about 200? 40x4 and 50x4
Which number is closer to 196? 200
So 196/4 is about? 50

15
min

-On your own try:

41/3
192/5
90/7
67/4
Solve each of these one at a time, reviewing as a class how we got
our answers. I will walk around checking how students are solving
and if they are getting the correct answers.

-Answer questions
individually raising
whiteboard once theyre
done solving the problem.

10
min

-Given what we know already about estimating with multiples, how

could we figure out if 83/8 is > or < to 10?

-Following along step-bystep on their white boards.

-Work individually raising
whiteboard once theyre
done.

-What about 155/4 > or < 40?

-On your own try 70/6 > or < 11

5
min
Closure
(conclusion,
culmination,
wrap-up)

-Put whiteboards and markers away, and take out lesson 4.1 in
Go Math! and crumple page one of their practice sheets.
-While students are doing this I will handout page one of Journey to
Long Division. Review the concepts on the page then have the
students write their own story problem/example in the empty box.

-Put whiteboards and

markers away, take out
math books, and crumple
page one of the practice
sheets.

-Trashketball: have 4-5 students at a time shoot their crumpled

paper in recycling bin as a brain break while writing their story
problems.

-Shoot crumpled page in

recycling bin

-Have students highlight or circle words and phrases such as

about, estimate, how many, how many more, etc on their
homework assignment to make sure they are answering the
CORRECT problem
-Students may work on homework
-As students are working I will go around checking problems and
answering questions.

-Highlight or circle words

and phrases

-Make sure to bring home your Journey to Long Division page so

that you can refer to it when you are working on your homework. If
you havent already finished writing your word problem, you need to
for homework (this really isnt any extra work because on your
actual homework page you have to write and solve an
estimating quotients problem).
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-Work on homework

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.)
I will not be teaching this lesson because the students cant get behind in math and we have EDUC 302-303 on Mondays.
Based on the pre-assessment results, I can see some students struggling with this concept. Many students started doing
multiplication problems instead of division problems on their pre-assessment. In the past Ive seen students add or subtract
instead or multiply even though they were in the middle of a multiplication unit. Mixing up what operation the students are
performing will pose a threat in this division unit because so many operations will be used, and they have to know when to do
which operation. Also, there are a lot of numbers and operations for the students to hold in their heads, which will be a
challenge for them.

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