LESSON PLAN FORMAT

Name: Kyrie Purdy

Date: 1/21/15
I. LESSON FOUNDATION
Lesson Title: Small group division
Grade Level(s): 3

Time Allotted: 30 minutes

Subject Area(s)/Subject Content Explanation: Math (small group lesson)

Standard(s)/Anchors: Interpret whole-number quotients of whole numbers,

e.g., interpret 56 8 as the number of objects in each share when 56 objects

are partitioned equally into 8 shares, or as a number of shares when 56
objects are partitioned into equal shares of 8 objects each. [3-OA2]
Essential Question(s): What are the different meanings of division? What
does division as sharing look like? What happens when we share things in
equal groups?
Instructional Objective(s): When presented with a division problem, the
students will be able to use manipulatives/bar models/drawings to solve the
problem 8 out of 10 times.
Formative Assessment: The students will complete a division as sharing
worksheet in which they will be completing practice 7-1
Summative Assessment: End of the division unit test.
II. LESSON BODY
INTRODUCTION: Warm students up by allowing them to complete their Daily
Math problems and work through them as a class on the smart board,
making note of the relationship between division and multiplication and
expanding on the answers. When a student answers ask them why, expand
on reasoning and explanations.
TEACHING PROCEDURES:
Must include:
*Description of Method(s) Used to Present Subject Matter Ask students to
put their Daily Math away and come to the big carpet with nothing but a dry
erase marker, a pencil, and personal white board.

*Guided Practice Give each student a Division as Sharing 7-1 Worksheet

and counters. Complete questions 1-4 with them. Model and walk through
the problems with the students. Draw lines on the personal white boards to
show divided sections on the board and place the counters in the sections to
share like the word problems in the worksheet say. Solve the problems with
the students by modeling it with manipulatives and the students will model
how they solved it with manipulatives too.
The models to show the problems will be built with white boards and
counters. Then the teacher will also draw bar models and pictures to
represent the problem with the students. The students will draw bar models
and pictures too to represent the division problem.
*Independent Practice Have the students complete the rest (the back) of
the 7-1 Division as sharing worksheet using pictures/bar models or
manipulatives.
CLOSURE: Have a discussion with students about how every time we share
things in equal groups, we divide and how closely division is related to
multiplication because we can use what we know about multiplication to
figure out what we need to know when dividing.
III. LESSON ESSENTIALS
DIFFERENTIATED LEARNING ACTIVITIES: Differentiation through the use of
models, pictures, and manipulatives. Small group, intense small group
setting.
Additional individualized strategies as mandated by IEPs and 504 plans
include: One student with IEP/ELL student will be closely monitored during
independent practice and he will be provided with assistance to read the
problems as needed.
INSTRUCTIONAL RESOURCES, MATERIALS AND TECHNOLOGY: Daily Math,
smart board, overhead projector/document camera, personal white boards,
dry erase markers, 7-1 worksheets, and counters