Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Catherine Dean

Date

April 2014

Subject/ Topic/ Theme

Review (Lesson 6) Grade _______3______

I. Objectives
How does this lesson connect to the unit plan?
This lesson is the final lesson in my unit, which allows students to review all three methods of division that they learned, as well as perform fact family sentences.
The students progress will be assessed during this lesson.
cognitiveR U Ap An E C*

Learners will be able to:

Apply he grouping method to divide

Apply repeated subtraction to divide
Apply the arrays method to divide
Solve division problems using the missing factor method
Model the three ways to divide
Understand and outline the connections between multiplication and division
Determine the strategies needed to solve division problems

physical
development

socioemotional

Ap
Ap

U, E
Ap

Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.MATH.CONTENT.3.OA.A.2
Interpretwholenumberquotientsofwholenumbers,e.g.,interpret568asthenumberofobjectsineachsharewhen56objectsare
partitionedequallyinto8shares,orasanumberofshareswhen56objectsarepartitionedintoequalsharesof8objectseach.For
example,describeacontextinwhichanumberofsharesoranumberofgroupscanbeexpressedas568.
CCSS.MATH.CONTENT.3.OA.A.3
Usemultiplicationanddivisionwithin100tosolvewordproblemsinsituationsinvolvingequalgroups,arrays,andmeasurement
quantities,e.g.,byusingdrawingsandequationswithasymbolfortheunknownnumbertorepresenttheproblem.
CCSS.MATH.CONTENT.3.OA.A.4
Determinetheunknownwholenumberinamultiplicationordivisionequationrelatingthreewholenumbers.Forexample,
determinetheunknownnumberthatmakestheequationtrueineachoftheequations8?=48,5=_3,66=?
CCSS.MATH.CONTENT.3.OA.B.6
Understanddivisionasanunknownfactorproblem.Forexample,find328byfindingthenumberthatmakes32whenmultiplied
by8.
(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.

Students use the format of large group, small group, then individual instruction with nearly all
mathematical concepts.
Students can use manipulatives
Students know other operations including multiplication, addition and subtraction
Students know multiplication facts
Students have learned the three methods of division and have had practice with fact families
Pre-assessment (for learning):

Outline assessment
activities
(applicable to this lesson)

Formative (for learning):

Formative (as learning):

Instructor will monitor the students progress during the activity

Summative (of learning):
Fill out a worksheet with problems from the entire unit- are they understanding division?
Provide Multiple Means of
Representation

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Provide Multiple Means of Action

and Expression

Provide Multiple Means of

Engagement

Provide options for perceptionmaking information perceptible

Provide options for physical actionincrease options for interaction

Students use their knowledge of the

methods of division to complete the
worksheet/assessment

Students use manipulatives and

familiar formats

What barriers might this

lesson present?

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback

What will it take

neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Students are completing

problems that they have done
before.

Students write and model the

problems with manipulatives

Students are challenged to work

alone

Provide options for comprehensionactivate, apply & highlight

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

Students see this lesson as the

long-term goal for the unit

Students understand that this

worksheet was the goal for them
to learn throughout the week,
and are challenged to complete
it individually

Students complete a handout

that has everything they need

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

Provide options for recruiting

interest- choice, relevance, value,
authenticity, minimize threats
Students are familiar with the
worksheets and manipulatives

Worksheet
Counters, cups, unifix cubes

Normally- work individually

How will your classroom
be set up for this lesson?
III. The Plan
Time

Components
Motivation
(opening/
introduction/
engagement)

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

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Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
-Review three methods of division on board with
-Pass out materials if needed
random examples
-Prepare for activity
-Review fact families during those examples
-Make sure materials are available

-Complete worksheet
-Allow students the entire time period to complete
the worksheet (25 minutes) while helping
individually

Closure
(conclusion,
culmination,
wrap-up)

-Collect sheets

-Put away materials

-Turn in sheet

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.)
Thestudentsdidverywellinthisreviewlesson!Byallowingthestudentstogiveabriefreviewofeachmethod,somestudentswere
giventhechancetoshowtheirknowledge,andmanystudentswereabletorememberthelessonthatwedidaweekago.The
studentsdidverywellcompletingtheworksheet.SomemistakesInoticedincludedmiscountingduringthemethods,ordrawingan
incorrectdiagram.Ihadmaterialsavailable,andthestudentscouldgogetthematerialsiftheydesiredtousethem.Manystudents
didusethem,buttookalongperiodoftimegatheringthem.Inthefuture,Imaycreatelittlebagsor'packets'ofthematerialssothat
thestudentsdonottakemorethantheyneed.
GiventherubricImadeontheassessmentpage,thereare3studentsinthe'2'section,showingthattheyareapproachingthegoal,
butarenotquiteunderstandingthemethodsandconceptofdivision.22studentsareinthe'3'section,completingmostofthe
problemswiththecorrectanswersandmodels,showingthattheyunderstandthemethodsandconcept.4studentscompletedthe
worksheetinthe'4'section,showingamasteryofthemethodsofdivisiontaught,andaclearunderstandingofthedivisionconcept.
Afteraninformalselfreflection,thestudentsclaimtofeelconfidentabouttheirabilitytodivide.Basedonthereviewsheetscores,it
isclearthatthestudentshavecompletedtherequirementsfor3rdgradedivision,andarepreparedtobegin4thgradedivisionnext
year.

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