Gwynedd Mercy University-School of Business and Education

Lesson Planning Framework

Subject Area: Math Grade Level: 4th

GMercyU Student Name: Tian Butler

Domain I: Planning and Preparation
PA Core/Academic Standard(s):

 Standard - CC.2.2.4.A.1: Represent and solve problems involving the four operations.
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Big Idea: Overarching Theme
 Using equal groups to solve division equations

Essential Question(s):
Students will consider and reflect on throughout the lesson:
 How do we use equal groups to solve division problems?
 How do we know how many “objects” and groups there should be? (dividend is the
number of objects and divisor would be how many groups)

Objective/Performance Expectations
What will students know and be able to do as a result of this lesson?
 Students will be able to solve division equations by using math counters to put them
into equal groups to solve the equation.

Assessment Evidence/Level of Learning Differentiated Instruction:

Students will show what they know by evidence Modifications in instruction and
of/list names of formative or summative checks, assessment for students with learning
quizzes, tests which indicate evidence of differences, specifically those with 504’s
learning: and IEP’s.
 I will do informal checks by having  Does not apply to students in this
students give me thumbs up, down, in the class right now.
middle to see if they are understanding  If a student does have an IEP or
what I am teaching throughout the lesson. 504 plan I would accommodate
During the activity, I will walk around and the student in any way that is
assess each student and see if they are necessary and follow along with
achieving the activity with proficiency, their accommodations that would
having a little bit of trouble, or if the be listed on their IEP or 504 plan.
activity is challenging them (formative
assessment). I will then have a couple of
the students pick one of the equations they
worked on independently and come to the
board and do it. This is another formative
assessment for me to check that the
students understood what the lesson was
 about and to check that they are doing it
correctly.

Domain II Classroom Environment: Refer to Classroom/Behavior Management Plan

Domain III: Instruction

Motivation/Prior Knowledge:
Preparing students for the lesson: How will you activate prior knowledge, build background,
or review previous lessons?
 I will review the previous lesson by reminding the students that last time I was there
they were working with division problems by putting them into compatible form
(2500/5 25/5). I will then write a division problem on the board and go over again
how to put the problem into compatible form and walk them through that concept
quickly. I will then tell the students that we will still be working on division, but will be
using a different method.

Materials Needed:
 Math counters
 Note cards

Vocabulary/ New or Review:

 Dividend
 Divisor
 Quotient
 D.M.S.B. (Divide, Multiply, Subtract, Bring down)

Sequence the Lesson:

What learning activities/strategies will you use to engage the students in the learning? What
will students do to use and apply new concepts or skills (independent practice if relevant)?
How will you monitor and guide their performance? Include relevant vocabulary. (Please use
bullets to sequence your lesson.)
 I will say if you remember last class we talked about solving division problems by
putting them into compatible form
 I will then go over one problem and have a student show me how they solve the
division problem by putting it into compatible form
 I will then tell students that today we will still be working on division but learning how
to solve the different equations using equal groups
 I will ask the students to see if anyone already knows how to use equal groups to
solve division equations
 Next, I will pass out a vocab worksheet to each student so they can have a reminder
of the words throughout the whole lesson
 I will then put up a few problems like, 12/3, 10/2, and a few more and model to them
how I would solve each of these equations using equal groups
 I will then have a few examples on the board and ask a few students to come up to
the board and do them in front of the class
 After a few students come to the board and solve the equations, I will then explain to
the students that now that we have I have modeled how to do these and you guys
 got a little practice, we will now do an activity
 I will explain to the students that each of them will get their own “math bags” and
each bag will have counters, note cards (those will be the groups) and a set of math
equations and to practice what we did as a class on your own
 I will walk around and assess each student to see if they are understanding how to
solve division equations using equal groups. If students need help I will be there to
help them and explain
 I will then have a few students volunteer to come up to the board and show us how
they solved one of their equations they were given.
 Example: if a student had 15/2, I would have them come to the board to show us
how they solved it using groups.

Closure: What will you do to bring closure to the lesson? How will you summarize this
lesson and preview the lesson that will follow?

 To end this lesson, I will remind students that today we learned a new concept to
solve division problems. We learned how to solve division problems using equal
groups and that this is a great way to visualize the equation and sometimes it can
make it easier, especially with bigger numbers.

 Example of activity:
o Instead of the
bears, I would use
little circle math
counters.
o Each student
would get their
own little “math
bag” with
counters, division
equations, and
note cards to act as
the groups.
o Here is what the vocab worksheet looks like