LESSON PLAN FORMAT

Name: Kyrie Purdy

Date: Monday - 1/25/15
I. LESSON FOUNDATION
Lesson Title: Small group division practice
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/drawings to solve the problem 8
out of 10 times.
Formative Assessment: The teacher will take pictures of students built
models to assess their accuracy.
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 give each student an expo marker and a baby
wipe. Each table group will need unifix cubes. Write a division sentence on

the smartboard. Model solving the division problem using the cubes and
drawing circles on the desk to represent our groups.
*Guided Practice Write new division sentences on the board and allow
students to solve them. As students solve them relate them back to their
related multiplication facts. Work out the problems with students.
*Independent Practice Give students 2 more problems (one at a time) that
they musts solve on their own. Take pictures of the students models.
CLOSURE: Extension- challenge students to solve this: 45 ___=5
III. LESSON ESSENTIALS
DIFFERENTIATED LEARNING ACTIVITIES: Differentiation through the use of
models, pictures, and manipulatives. Extension for high learners.
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, baby wipes, dry erase
markers, unifix cubes, camera

LESSON PLAN FORMAT

Name: Kyrie Purdy
Date: Tuesday - 1/26/15
I. LESSON FOUNDATION
Lesson Title: Small group word problem division practice
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? How can we solve a division word problem?
Instructional Objective(s): When presented with a division word problem, the
students will be able to use manipulatives/drawings to solve the problem 8
out of 10 times.
Formative Assessment: The students will complete number 3 and 4 of the
Division Stories worksheet individually. The teacher will take anecdotal notes
on how students choose to solve division problems (strategies).
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 put the Division Stories worksheet on the
smartboard/document camera. Give each student a copy of the worksheet.
Review the steps to solving a story problem.
*Guided Practice Walk through the story problem and with the students on
the board. Use a variety of strategies (bar model/drawings) and dissect the
word problem to show what we know. Before beginning #2 provide each
table group with unifix cubes and expo markers as well as paper/pencils.
Allow the students to attempt #2 on their own first. Take notes on what
strategies the students are using.
*Independent Practice Allow students to complete #3 & 4 on their own.
CLOSURE: Review the steps of solving a story problem (anchor chart in the
room).
III. LESSON ESSENTIALS
DIFFERENTIATED LEARNING ACTIVITIES: Differentiation through the use of
models, pictures, and manipulatives.
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 all of
the word problems.
INSTRUCTIONAL RESOURCES, MATERIALS AND TECHNOLOGY: Daily Math,
smart board, overhead projector/document camera, baby wipes, dry erase
markers, unifix cubes, Division Stories Investigations worksheet.

LESSON PLAN FORMAT

Name: Kyrie Purdy
Date: Wednesday - 1/27/15
I. LESSON FOUNDATION
Lesson Title: Small group word problem practice
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]

Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number

of objects in 5 groups of 7 objects each. [3-OA1]

Essential Question(s): How can we solve a division word problem? How can
we solve multiplication word problems? How can we tell which operation to
use when reading story problems?
Instructional Objective(s): When presented with a division or multiplication
word problem, the students will be able to use manipulatives/drawings to
solve the problem 8 out of 10 times.
Formative Assessment: The students will complete number 5 and 6 of the
Story Problems worksheet individually.
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 put the Story Problems worksheet on the
smartboard/document camera. Give each student a copy of the worksheet.
Review the steps to solving a story problem on the anchor chart in the room.
*Guided Practice Walk through the story problem and with the students on
the board. Ask students, what operation does this story problem call for?
Why? How do you know? What are some clues that this problem was calling
for division or multiplication? Use a variety of strategies that students give
and dissect the word problem to show clues of how we can tell which
operation we need to use. Provide unifix cubes or centimeter cubes to any
student who needs to build the problem. Continue and repeat with numbers
2-3.
*Independent Practice Allow students to complete #4, 5 & 6 on their own.
CLOSURE: Review the steps of solving a story problem (anchor chart in the
room).
III. LESSON ESSENTIALS
DIFFERENTIATED LEARNING ACTIVITIES: Differentiation through the use of
models, pictures, and manipulatives.
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 all of
the word problems.
INSTRUCTIONAL RESOURCES, MATERIALS AND TECHNOLOGY: Daily Math,
smart board, overhead projector/document camera, cubes, Story Problems
Investigations worksheet.

LESSON PLAN FORMAT

Name: Kyrie Purdy
Date: Thursday - 1/28/15
I. LESSON FOUNDATION
Lesson Title: How to write a division story problem
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): How can we solve a division word problem? How can
we write a division story problem for someone else to solve?
Instructional Objective(s): When presented with a total number of items and
a total number of groups, the students will be able to write division story
problems accurately 8 out of 10 times.
Formative Assessment: The students will write a division story problem
together as class and solve it independently.
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 small carpet. Pull up a blank
white page on the smart board.
*Guided Practice Explain to students that today we will be writing division
story problems. Give students a total number of items and a total number of
groups. Brainstorm with them to choose an item and a scenario in which we
share to write a story problem. Model explicitly writing a division story
problem.
*Independent/more guided practice- Walk through the story problem again.
This time allow students to come up with the total number of items, what the
items are, the scenario in which we share and how many groups we are
sharing. Allow students to solve the problem themselves.
CLOSURE: Review the steps of solving a story problem (anchor chart in the
room).
III. LESSON ESSENTIALS
DIFFERENTIATED LEARNING ACTIVITIES: Differentiation through the use of
modeling.
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 and
write all of the word problems.
INSTRUCTIONAL RESOURCES, MATERIALS AND TECHNOLOGY: Daily Math,
smart board, overhead projector/document camera.

LESSON PLAN FORMAT

Name: Kyrie Purdy
Date: Friday - 1/29/15
I. LESSON FOUNDATION
Lesson Title: Small group Weekly Assessment
Grade Level(s): 3

Time Allotted: 30 minutes

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

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]

Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number

of objects in 5 groups of 7 objects each. [3-OA1]

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?
What does division as sharing look like? What does division as repeated
subtraction look like? How can we solve a division word problem? How can
we solve multiplication word problems? How can we tell which operation to
use when reading story problems?
Instructional Objective(s): When presented with a division or multiplication
problem, the students will be able to independently solve the problem
accurately 8 out of 10 times.
When presented with a division or multiplication word problem, the students
will be able to solve the problem accurately 8 out of 10 times.
Formative Assessment: The end of the week assessment serves as a
formative assessment for the next week.

Summative Assessment: End of the division unit test.

II. LESSON BODY
INTRODUCTION: Instruct students to get a privacy folder and scratch paper.
TEACHING PROCEDURES:
Must include:
*Description of Method(s) Used to Present Subject Matter Pass out the week
#17 assessment by Kathy Richardson. Allow students to complete the
assessment individually.
CLOSURE: Take up assessment and grade.
III. LESSON ESSENTIALS
DIFFERENTIATED LEARNING ACTIVITIES: Differentiation by reading all story
problems and math problems to any student as needed. Test word problems
on document camera to help learners see.
Additional individualized strategies as mandated by IEPs and 504 plans
include: One student with IEP/ELL student will be closely monitored during
test and he will be provided with assistance to read all of the word problems.
INSTRUCTIONAL RESOURCES, MATERIALS AND TECHNOLOGY: Smart board,
overhead projector/document camera, Week 17 assessment, paper, privacy
folders.