ST.

JOSEPHS COLLEGE
Special Education Lesson Plan Format
Name of Student: Alexis Libretti

School: Cherokee Street Elementary School

Child Study Course #: CS 424

Date of Lesson: February 26th, 2016

Cooperating Teacher: Mrs. Donna Barclay

Grade and Age: 5th grade

Size of Group: 13

Special Education Classification(s): OHI, LD

Curriculum Area or Learning Domain: Mathematics

Specific Lesson/Skill Taught: Long Division
CENTRAL FOCUS: The students will be able to solve long division problems up to four-digit dividends with
possible remainders through a flipbook activity.
BEHAVIORAL OBJECTIVE: Given the division worksheet, the students will be able to solve five out of the six
problems they are given correctly.
CURRICULUM RATIONALE: Previously, the students were learning long division through the New York State
Common Core Standards. Currently, they are reviewing long division up to four-digit dividends with possible
remainders. In the future, the students will be able to sufficiently solve long division from three to four digit dividends
and find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors.
IEP GOAL(S):
The students will be able to use the operations of division with whole numbers to solve problems.
The students will divide within 100 to solve math problems.
The students will represent and solve problems involving division within 100.
NEW YORK STATE COMMON CORE LEARNING STANDARDS:
Mathematics: 4.NBT.B.6- Number and Operations in Base Ten
Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors,
using strategies based on place value, the properties of operations, and/or the relationship between
multiplication and division.
Through the Common Core Standards, the children will be able to use place value understanding and properties of
operations to perform multi-digit arithmetic.
ACADEMIC LANGUAGE: Division, multiplication, acronym, dividend, quotient, divisor, remainder
MATERIALS: 1) Long Division Poster
2) Worksheet (13 copies)
3) Sharpie markers
4) Answer Key
5) 13 flipbooks

DEVELOPMENT/PROCEDURES:
INTRODUCTION/MOTIVATION: As you are standing in front of the room facing the class, you will have
a Power Point slide up on the Smart Board that says Does McDonalds Serve Burgers? You will look at it and
then turn to the class and say, You are probably wondering what this has to do with math right? You will
then ask the students if they have ever heard of an acronym before. If they have not, you will give a brief
explanation to the students how an acronym is an abbreviation used for as a word that is formed from the
initial letters in a word. An acronym is used to help you remember certain steps. Click on the next slide after
you finish the brief explanation. The next slide will have the words Divide, Multiply, Subtract and Bring
Down listed. Ask the students What do these words look like, why are they arranged that way? The students
will raise their hands and should tell you that these are steps. You will then click on the slide and across from
the word Divide will be the word Does. Both initial letters will have the same color. After the first word
pops up if you keep clicking, the rest of the acronym will pop up. You will explain to the students how we will
be using this phrase to help us remember the steps in long division.
INSTRUCTIONAL STRATEGIES:
1. After the discussion, you will pass out the flipbooks. Be sure to specify to keep the flaps closed
until they are told to open them.
2. After you pass out the flipbooks, you will then tell the students to look at the first step which is to
divide. Tell them to flip up their Divide flap.
3. While they are doing the steps in their flipbook, you will be doing the same steps on the big poster
board. You will ask the students, 3 goes into 7 how many times? and a student will raise their
hand and say It goes into 7 two times but not equally. Write the answer on the line provided and
point out how the arrow leads to where you are supposed to place that answer.
4. After you finish division, move on to the Multiply step. Ask the students, What two numbers do
we have to multiply?A student should raise their hand and tell you the numbers three and two.
When those numbers are provided, fill them into the box. Make sure that the students are
completing the same steps in their flipbook.
5. Once all the required numbers are plugged into the boxes, follow the arrow and place the number
where it belongs in the equation. Once this is completed, move on to the next step.
6. Make sure that you explain that the reason why we are multiplying the three and the two is because
that is the number that we are subtracting from seven.
7. That explanation is the reason for our next step which is Subtraction. Since the first number in the
subtraction equation is provided for the students, ask the students what number they are supposed
to subtract from seven. They should say six because the six is already under the seven, so your
equation is 7-6=1. Place the answer 1 in the green box.
8. The next step is Bring Down. Explain to the students how the Bring Down step comes right after
the subtraction step, so that is why they are together. Ask the students what number they now have
when they bring down the two. The answer is twelve.
9. The last step is to Repeat. Ask the students what is the first step. The first step will be to see how
many times three goes into twelve. The answer is four. Follow the arrow to see where the four
belongs.
10. The next step after dividing is multiplying. The students should recognize from the previous steps
that they need to multiply four and three, which gives you twelve. Now you will have to subtract
12-12 which equals 0.
11. Once you have repeated all steps and end up with your answer as zero, ask the students if there is a
remainder in the problem. They will all understand that there is no remainder in the problem.
ADAPTIVE PROCEDURES:
1. For students who are at a more advanced level in Math, they will be completing the even numbered
problems because they were made suitably at their level. There are also three challenge problems on
the back that the students can chose to complete once they are finished.
2. For students who appear to not be at the same level in Math, they will be completing the odd numbered
problems. These problems were made at a level that the students will be able to complete.

3. Calculators are provided for those who are required based on their IEP. The calculators are provided
for the required students to use to figure out any numerical equation if needed.
4. For students classified as Other Health Impairment and are diagnosed with ADHD, keep their attention
focused by letting them answer questions and by letting them participate as much as they can.
5. If any students are having difficulty, take them to the back table and re teach the lesson and steps
together.
6. For students who have trouble hearing, an Auditory FM system is used. A mini microphone is worn
around the neck for your voice to project through. It is connected to a speaker which projects your
voice throughout the classroom.
CLOSURE: The students will have a worksheet that follows up with the lesson. The even numbered problems were
made at a more advanced level for those who are starting to understand the material and are capable of doing the
problems on their own. There are six students who have been chosen to complete those problems. (Due to
confidentiality, the names are not listed on the lesson plan) You will say to the class, the following people will be
completing the even problems and then you will list their names. The same directions will be repeated for the rest of
the students completing the odd numbered problems. These problems were made at an easier level that the selected
students will be able to complete on their own independently. You will also mention to the class how once you are
completed, they may complete the other problems that they were not required to do, and then to also complete the
optional challenge problems at the end as well.
TECHNOLOGY COMPONENT: The use of a Smart Board is used to project the few Power Point slides that will
be used in the lesson.
ASSESSMENT:
SHORT TERM ASSESSMENT: By collecting the students Division worksheets after the lesson, you are
able to see how well they understood the given material. Check and correct the worksheets individually so that
the students are able to see what they got right and what they got wrong. By correcting their answers, the
students will be able to see where they made their mistake if any.
LONG TERM ASSESSMENT: At the end of the week, quiz the students on the lesson. Here you will be able
to see how well the students understood the lesson after having been taught the lesson and after having
homework and morning work on it.
SELF-EVALUATION: I will provide a written summary after I teach the lesson along with my cooperating teachers
comments on the lesson.
RE-ENGAGEMENT: The next day there will be a review worksheet. The students will complete the worksheet
independently, and then those who answered the questions correctly will be able to come up to the Smart Board and
show step by step how they completed the problem. This is valuable in seeing if the students understood what they
learned the day before because they are coming up to the board and explaining how they solved the problem.