Julie S.

Delaney

Math Lesson Plan

Content Objective(s)/State Standards
SWBAT solve simple division problems with remainders by using grouping as a class,
and using manipulatives in pairs and individually.
CCSS.MATH.CONTENT.4.OA.A.3: Solve multi-step 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.
Behavioral Objectives: Students will demonstrate participation and inclusion during the
activities.
Language Objectives: For Level 2 Students: WIDA Standard 3. Paraphrase
information about math operations using realia or manipulatives and teacher models in
L2.
For Level 4 Students: WIDA Standard 3. Explain or discuss uses of information about
math operations using realia or manipulatives.
Home Connection
Students will ask an adult in their family: How do you use division in your life? Their
response could involve a task at work, home, or other activities (e.g., shopping at a
grocery store).
Instructional Focus
Students will be using manipulatives and themselves to understand basic division with
remainders.
Materials for Instruction
What text(s)/materials are you using for your lesson?
Math Cubes
White boards, markers, and erasers
Math journals
Necessary terms/vocabulary
The following with be written on the board and discussed: division, dividend, quotient,
divisor
Student Engagement
Using Collaboration: The students will be grouping themselves when I give them a
division problem. They will also be working together in pairs as they work out division

problems with manipulatives.

Building Concepts: The students have begun to learn that division can be performed by
dividing items into groups. Some have been struggling with recognizing what
remainders mean. This lesson will build on what they know already, and will increase
their understanding of the process.
Relevance: As a part of this lesson, the students will be asked to connect the concept of
division to their family/home (see Home Connection above). This will allow the students
to recognize different real-world uses for division, and make connections to them.
What my students are actually DOING: Before, During, and After
Before: Before we begin the grouping activity, the students will listen to the objectives
for the lesson, and we will review what we know about division. (Example: Write
division on the board. Ask, Who can tell me what you already know about division?
Lets start with what division is. List what the students already know. We are going to
work some more with division, but this time we are going to use our whole class to solve
division problems.)
During: During the grouping activity, the students will be participating and listening to
my directions. They will be grouping themselves into groups according to the division
problem on the board. They will sit down once they have a complete group, and watch to
visually see the answer to the problem. The students who are still standing are the
remainders. We will write the answer to the problem on the board, and then repeat with a
new problem. They will also be participating in the discussion about how the answer is
found. Then, during the partner portion of the lesson, the students will be working in
pairs with math cubes. The students will be using the math cubes to solve division
problems with remainders on their own together, and then on their own.
After: After the activities, the students will explain the process of division to each other
using sequence words such as first, second, next, last. Then they will individually write
their explanation in their journal using the sequential words and the vocabulary
(dividend, quotient, divisor). After the students have completed their explanations, we
will review the objective. Next, they will listen to the instructions of the home
connection part of the lesson. (Example: Each of us come from a little bit of a different
culture. No matter what culture your family is, they use division is some way. It could
be in their work (people have different kinds of jobs), or at home, or other places like
shopping at a grocery store. As a part of your homework, I want you to find out how
someone in your family uses division, and write that down on this piece of paper to bring
tomorrow. It will be exciting to see how many different ways our families use division!)
Differentiated instruction
This lesson is designed, particularly, for the students who need more concrete practice in
division. I will use explicit language, models on the board, and visual instructional
plans. We will use the mathematical language repeatedly in our discussions as the
students are participating in the activities; this will be helpful for the whole group, and
especially for ELL students.
For those who already have a good understanding of this, I will ask them to do more

challenging division problems individually. In addition, I will also ask them to write a
word problem, that has a remainder, below their explanation.
Writing/Communicating/Assessment
The students will be recording their answers to the math problems in partners. They will
also be writing their explanation of how to divide. For my level 2 language learners, I
will listen to them as they discuss in partners, and have them show me while paraphrasing
the process. For my level 4 language learners, I will provide sentence stems containing
the vocabulary and sequential words for their use with discussion.
Closure
Review the objectives and ask students if we met them. Explain Home connections
assignment.
Reflection
If the students have a good grasp of the concept by the end of this lesson, then we will
next work on different kinds of remainders in word problems. For example, rounding up
or down for the answer according to what the word problem is asking. For the next
lessons connection, I would also ask students to write about one way that they use
division in their daily life (e.g., sharing candy with friends).