Name: Ronilyn Aquino

Grade/Subject: 4th/Mathematics

Type of Setting: Fourth grade Integrated Co-Teaching classroom. This lesson has been designed for an urban, public school setting of diverse learners on the moderate socioeconomic spectrum. This class is comprised of a group of twentynine students with various multiple intelligences, learning styles, and strengths and weaknesses amongst the content area. In light of the variety in student population the lesson has been constructed and can be modified in order to support the students through differentiation. Date of Lesson: Tuesday, February 25, 2013 1. PURPOSE (Concepts Essential Questions): a. Essential Questions: i. How can repeated subtraction be used to model division? ii. What is the standard procedure for dividing multi-digit numbers? 2. VOCABULARY & KEY TERMS: a. Division: the process of organizing a number into equal groups; repeated subtraction. b. Standard Algorithm of Division: traditional division equation using numbers; long division. c. Inverse Operation: the operation or procedure opposite from the original operation. We can check our division by using multiplication. (Ex: division is the inverse operation of multiplication)

3. SKILLS: The skills that are necessary for the students to demonstrate throughout the course of this lesson and as a result of this lesson are as follows: SWBAT use place-value blocks to model division of two-digit numbers. SW use longs to model tens and small cubes to model ones. SWBAT understand the connections between the model drawing and the standard algorithm of division. SWBAT accurately assess their own work and the work of others by using inverse operations and other strategies to check their answers. 4. OBJECTIVE(S): Students will be able to accurately conduct the division algorithm to divide. Students will be able to identify a common way to record division. Students will be able to Students will be able to make the connection between prior division strategies and the standard algorithm. Students will be able to identify and describe the process of regrouping during the division of whole numbers. 5. COMMON CORE LEARNING STANDARDS: Mathematics Standards - 4.NBT.6: Find whole-number quotients and remainders with up to fourdigit dividends and one-digit 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. 6. PRE-ASSESSMENT: This lesson has been designed to take place in the middle of the unit, and one of the first that introduces the standard algorithm of division as the main strategy in solving division equations. After the completion of this lesson, students will be able to use the standard division algorithm to divide two-digit by a one-digit number, recognize the relationship between multiplication and division, as well as estimation. Throughout the course of this lesson, students will also be able to strengthen their skills with using the place-value blocks to further bolster their understanding of the topic. Considering that this lesson plan is a lesson towards the middle of the unit, the students should have a solid understanding of the concept of division. The students at this point have been supplied with several strategies to solve division problems such as using counters, setting up diagrams such as arrays, using repeated subtraction, and using place-value blocks. In order to assess the students prior knowledge of the topic, the teacher will have the students participate in a brief turn and talk with a partner to discuss the different strategies that we have thus far worked with in order to help us solve and check or division problems using counters, drawing diagrams such as arrays, using placevalue blocks, estimation, and multiplication. Based on the thoughts that the students have initially generated in a pair and then shared with the class, the

teacher is now ready to review the standard algorithm of division with the students. 7. LESSON PRESENTATION: a. SET-INDUCTION: The teacher will begin by asking the students what the definition of the standard algorithm of division is. Standard Algorithm of Division - traditional division equation using numbers; long division. After a student has volunteered their answer, the teacher will explain that the lesson prior we worked a lot with modeling and place-value blocks and today we will be working with a common way to record division. The teacher at this time to turn and talk with a partner and brainstorm examples of when we use twodigit division in every day life. The teacher will explain that at end of the lesson we will do two-digit division when we divide our class into equal group to work, or the desks and tables are arranged in equal groups. b. PROCEDURE: The teacher will now ask the students to open up their notebooks and copy the problem that has been placed on the Smart board. Problem: Swati is packing T-shirts and shorts into boxes to put away for the winter. There are 42 items to pack. She packs the same number of items into 3 boxes. How many items does Swati pack in each box? After the students have been given time to copy the question, a student will be called on to read the problem out loud.

The teacher will ask the students what kind of operation do we need to perform to solve this problem? How do we know? What words give us a clue? (same number, each box, etc.)

At this time the teacher will ask the students to take a few moments to work with a partner and solve the division problem by using any strategy that we have discussed aside from the standard algorithm to solve their work. (using counters, drawing pictures such as arrays, repeated subtraction, using place-value blocks, and estimation)

The teacher at this time will have the students swivel towards the white board and explain that we are going to share some of our answers.

The teacher will ask the students to write the equation for the division problem horizontally across the top of the white board before proceeding.

The teacher will have two students to come up to the board to show two different strategies to solve the division problem.

The teacher will now present the students with the picture drawing that he/she has come up with which virtually represents forty-two in longs and units pieces which is then divided up equally into three groups.

The teacher will have a model diagram to place on the board and bring into the differentiated group, which explains the roles of each of the numbers in the division equation.

The teacher will explain that in this picture diagram representation that we are going to create, we are representing longs and units.

The teacher will remind the students that we may have to exchange a long for ten unit cubes in order to split the groups up equally.

The teacher will ask the students to lead her through the problem first by breaking the longs up by distributing one into each group, with one left over we must break this long up into units cubes. Now we need to distribute our unit cubes equally into each group.

The teacher will remind the students that you will never have a long left over, and when we have unit cubes left over that cannot equally go into the groups what do we call these left over units. (the remainder)

Now the teacher will ask the students how we will record our answers using the standard algorithm.

The teacher will set up the division problem and ask the students How many tens can go in each group? (1 in the tens place of the quotient) Are there any tens remaining? (Yes, there will be 1 ten remaining) How many items are left? (12) How many items can you put in each group? (4) Are there any leftovers? (No, there are 14 items in each box).

The students at this time will swivel back towards the Smart board for the next problem.

Problem: Suppose Emma had 62 items to pack into 4 boxes. If she packed the same number of items in each box, would she have any items left over? Explain. (Yes, 62/4=15 with two left over)

The teacher would ask the students to simply write down the division equation.

When the students have completed the division equation, the students will switch with a partner and check each others answers.

At this time students will share the two different methods of solving their problems at the whiteboard.

The students will now return to their seats in order to be broken up into their differentiated learning groups.

Students will work with manipulatives in small group instruction in order to solve the problems. c. CLOSURE:

After the students have worked in their small instruction groups for approximately twenty minutes, the students will be called back to the meeting area.

At this time one problem will be shared at the board demonstrated by using both methods.

The teacher will call on three different students to explain three different things that they have learned from the lesson.

At this time the lesson will be concluded.

8. MATERIALS & RESOURCES: Envision Textbooks Teach Edition Envision book Pencils

Math Notebooks Smart board Whiteboard Expo Markers Place-value blocks

9. FOLLOW-UP ACTIVITY / ASSIGNMENT: The assignment for this is for students to demonstrate their understanding of the strategy of model drawing in order to bolster their understanding of division of two-digit numbers by a single digit. This activity has been constructed to allow students to demonstrate their understanding of working with place value cubes to depict division of two-digit numbers, the standard algorithm of division, as well as the connection and importance of division in their every day lives. 10. EVALUATION / ASSESSMENT: The evaluation and assessment piece of this lesson will be occurring throughout the lesson informally as well as formally after lesson has come to a conclusion. The students will be informally assessed throughout the lesson by responses to questioning. The students will be informally assessed as well by their peers, and as the teacher works within the small group instruction with the students to ensure understanding. Their homework as well as the end of the unit assessment task will formally assess students understanding. 11. DIFFERENTIATION: During the students independent work, the teacher will set up two groups for differentiated guided instruction. One of the groups

will meet in the meeting area where the special education teacher will reteach the key points in the lesson and the group will work on most of the problems as a full group moving question by question. This group will use the white board for further visual support and place-value blocks and pictures. The second differentiated group will work with a second special education teacher in order to gain moderate support. These students will work more independently within the small group by using the manipulatives such as the place-value blocks and focus slightly more on peer and partner support. The homework is also differentiated for these students. Students within the purple group will receive remedial worksheets, the green group will receive remedial as well as the on-level task, and the red group will receive the on-level task and the enrichment task. Additional modifications can always take place if necessary. 12. RESOURCES: Charles, R. I., Scott, Foresman and Company., Addison-Wesley Publishing Company., & Pearson Education, Inc. (2012). Scott Foresman-Addison Wesley enVisionMATH: [Grade 4]. Glenview, Ill: Pearson. http://www.p12.nysed.gov/ciai/common_core_standards/