KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate:
Cooperating Teacher:
Group Size:

18

Haley Carbone
Mrs. Fidler
Allotted Time

Date:

2/3/16

Coop. Initials

60 min. Grade Level

4th

Subject or Topic: Using Objects to Divide: Repeated Subtraction

STANDARD:
Standard - CC.2.2.3.A.1
Represent and solve problems involving multiplication and division.
I. Performance Objectives (Learning Outcomes):
The fourth grade students will demonstrate their understanding of repeated subtraction
for division by completing exit slip including five problems.
II. Instructional Materials
A. enVision Math
B. The Great Divide by Dayle Ann Dodds
C. Box of counters
D. Workbooks
E. Smartboard
III. Subject Matter/Content
A. Prerequisite skills
1. Division
2. Working with manipulatives
B. Key Vocabulary
1. Repeated subtraction
C. Big Idea
1. Dividing by 1-Digit Divisors
D. Content
1. Dividing through repeated subtraction
IV. Implementation
A. Introduction
1. Gather the students in whole group discussion at the Smartboard.

2. Tell the students, I know that you are all masters at dividing by
using your basic multiplication facts, now I just want to see how
good you can keep up.
3. Pull up The Great Divide by Dayle Ann Dodds on YouTube and
present the story to the students.
4. During the story, have them keep track of the division problems,
stopping to have the students answer.
5. After the story, discuss with the students about what they have
previously learned about division.
6. Explain to the students that they will be learning another way to
divide numbers while using different objects.
B. Development
1. After the discussion, pull up the Envisions video on the Smartboard
and go through the introduction to repeated subtraction with
division.
2. Make sure to stop and ask students questions about how they know
what to during the problem.
3. Ask the students how they would approach the problem before
explaining how to tackle repeated subtraction.
4. After the examples provided in the video, gather the students to the
back table to demonstrate using objects for repeated subtraction.
5. Once the students are at the back table, present the problem: Su has
24 postage stamps. She needs 2 of these stamps to send a postcard.
How many postcards can she send using all of these stamps?
6. Ask the students what operation they are doing and ask them to
explain how they know this.
7. Set up 24 counters on the table and ask the students how many
counters are going to be in each group.
8. Take two away from the 24 repeatedly until they are all divided up
equally.
9. After the counters are divided, ask the students how many postcards
that they are going to be able to send.
10. Explain to the students that they are going to be practicing with the
counters during more problems.
11. Divide the students into three groups and present each group with
counters and specific problems to work on.
12. Start off by modeling the counters with the students in the groups
then have the students start manipulating their own counters.
13. Go through the problems with the students and slowly let the
students begin to solve the problems on their own.
14. After going through the problems together and on their own, have
the students explain how using the counters help them with the
repeated subtraction for division.

15. Have the students come back into a whole group and pass out the
formative assessment that the students will be working on with their
counters.
16. Explain to the students that they will need to show their work.

C. Closure
1. Have the students gather into whole group once again and have the
students discuss how they felt using the manipulatives while working
on division.
2. Ask the students, What about repeated subtraction help you with
division?
3. Allow the students to share their answers with the group.
4. Explain to the students that tomorrow they will be working on
repeated subtraction without using manipulatives.
D. Accommodations/Differentiation
1. For students who are struggling with understanding the concept of
repeated subtraction, they will be able to spend more time with the
manipulatives.
E. Assessment/Evaluation Plan
1. Formative five word problems solved using manipulatives
2. Summative no summative in this lesson

V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives
During this lesson, the students performed well with the task presented to them. The
students were meant to show their answers while using manipulatives to represent
repeated subtraction. This representation showed that the students understood the concept
of repeated subtraction and how they can manipulate the numbers that they were
presented with.
95% of the students performed at an acceptable rate during this lesson, which was getting
4 out of the 5 questions right on the problems given to the students. The students who
were struggling with the manipulatives were having trouble understanding where to take
away their manipulatives. Another error I saw from some students was not counting out
the manipulatives correctly, which caused their repeated subtraction to be off.
For these students, I plan on focusing on working with them on where to place the
manipulatives to make sure that they will not confuse the amount of manipulatives they
are using. I also would allow more practice with the manipulatives for the students to
gain more experience with it.

B. Personal Reflection
How would you change this lesson?
One way I would change this lesson was the pacing that I went at with the students. I
believe that I did go a bit fast for the content and I found that I had to repeat myself for
the students to understand the material. I would like to reteach this material the next day
in the beginning of the lesson to refresh the students memories on repeated subtraction
with manipulatives. Tomorrow I plan touching on this subject again to make sure the
students are completing understanding the material before moving onto the next lesson.
Did the students understand the content?
The students understood the content that was presented to them and they were engaged
during the lesson. I believe that the content was presented in a clear and precise way
based on the students responses. The students were able to show their understanding and
most of the students showed that they understood the repeated subtraction using
manipulatives.

VI. Resources
EnVision Math Fourth Grade. (n.d.).
Dodds, D. A., & Mitchell, T. (1999). The Great Divide. Cambridge, MA: Candlewick
Press.