Clinical II

Fall 2014
Lesson Plan Form
Teacher: Adrienne Long
Unit Name: Long Division
Lesson Title: Long Division Mission
Grade Level: 5th Grade
Standards
CCSS:
CCSS.Math.Content.5.NBT.B.6
Find whole-number quotients
of whole numbers with up to
four-digit dividends and twodigit 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.

Objective(s)
1. The student will be
able to use different
algorithms to
understand and
correctly solve long
division equations.

Assessment
1. Objective One will be
informally assessed
through observation of
the correct steps and
quotients of long
division equations,
using the traditional and
partial quotient
algorithms.
2. Objective One will be
formally assessed
through the accurate
completion of a
worksheet-Solve the
Riddle-that will be
given to each student
(see attached).

Materials and Resources:

- Solve the Riddle Worksheet (Attached)
- Pencils/Paper
- Promethean Board Flipchart Lesson: Long Division Mission
- Blackboard with Dry Erase Board Marker
Lesson Introduction
*How will you engage your
The teacher will present a scenario where
students in the topic?
students find a pile of cash ($100-2, $50-3,
$20-6, $10-3, $5-4, $1-25= $545.00), and they
make the unanimous decision to evenly divide
the money between them. They must devise a
way to accomplish this goal. She will pose the
following questions to her students:
- How many of you will be sharing the
money?
- How much do you each get?
- How can you represent this as a division
problem?
After questioning, she will ensure to inform

Clinical II
Fall 2014
students of the importance of being proficient at
division and how it can be used in the real
world.
Procedure
*Be specific give step-bystep instructions

Lesson Closure
*How will you summarize the
lesson?

As discussed above, the teacher will begin by

providing students with a scenario to consider.
She will pose questions and educate them
about the necessity of division. Afterwards, the
teacher will present an interactive flipchart
(attached) with valuable information concerning
long division. Using it, she will define division,
describe the relationship between division and
multiplication, define the different parts of a
division equation, present various useful
acronyms, name different division
algorithms/strategies, and model the traditional
and partial quotient methods. Students will be
given the opportunity to solve two equations,
while explaining their steps, by using these
specific methods (traditional and partial
quotient).

To summarize the lesson, the teacher will give

students an opportunity to express any
questions or concerns they may have. They will
subsequently be given a paper and pencil
assessment that will require them to solve
multiple long division equations with one and
two-digit divisors. Correct quotients will enable
them to solve a riddle. We will then go over the
answers as a class. The teacher will completely
conclude the lesson for the day by distributing a
notecard to each student for him/her to rate (on
a scale from 1 to 5) his/her level of
understanding of the lesson and explain. This
will provide feedback for the teacher to direct
her instruction.

Clinical II
Fall 2014
Differentiation
How else could your students demonstrate proficiency? What other products
could they create?
Differentiation (A)
What intelligences are
The student will
met?
demonstrate his/her
Verbal/Linguistic
understanding of
Logical/Mathematical
long division based
Bodily/Kinesthetic
on his/her responses Interpersonal
in an activity called I
have, Who has?
What level of Blooms
is expected? Include
the verbs that indicate
the level of Blooms.
Understand
(Demonstrate)
Apply (Demonstrate)
Differentiation (B)
Students will create
and design a bubble
map, or any other
chart, to display and
explain the steps of
solving a long
division equation,
while providing
examples.

What intelligences are

met?
Visual-Spatial
Logical-Mathematical
Verbal/Linguistic
What level of Blooms
is expected? Include
the verbs that indicate
the level of Blooms.
Create (Create and
Design)

Clinical II
Fall 2014