Math Topic 6: 6-3: Continue to Divide Whole Numbers (Revised)

Author:NicoleCreedon
Datecreated:11/24/20156:16AMEDT

BACKGROUNDINFORMATION
Subject(s) Mathematics

Topic/Unit of Study & Time Topic 6: Fluently Divide Whole Numbers

Allotment

Grade/Level Grade 6

STANDARDS&ASSESSMENT
Standards USA- Common Core State Standards (June 2010)
Subject: Mathematics
Grade: Grade 6
Domain: The Number System 6.NS
Cluster: Compute fluently with multi-digit numbers and find common factors and multiples.
Standard:
2. Fluently divide multi-digit numbers using the standard algorithm.

Assessment Plan Preassessment: N/A

Formative Assessment: Throughout the lesson the teachers will be asking quesitons to assess student learning and
understanding. Teachers will look at student work and listen to students' reasoning, correcting any misconeptions and
making sure all students understand the material.

Summative Assessment: To close the lesson, students will complete an exit slip which will be collected and reviewed. There
will also be a quiz midway through the topic and a topic test to assess students complete understanding.

Assessment/Rubrics

IMPLEMENTATION
Goal(s) The students will develop a better understanding of division, and gain a stronger numer sense.

Objective 80% or more of students will be able to find the quotient of two whole numbers and solve division problems by completeing
an exit slip.

Purpose This lesson focuses on fluency of dividing multi-digit numbers. Students will use the standard algorithm for division,
examining and using place value structure to divide.

Procedure Anticipatory Set: To begin the lesson, the teacher will ask students what was talked about last class that they could use to
help divide large numbers, using estimation to help find the quotient. The teacher will then ask students to turn to page 285,
Solve and Share. The teacher will read the problem aloud, modeling good thinking, and then ask the students to attempt to
solve the problem. The teacher will walk around looking at student responses and providing feedback to individual students.
The teacher will then ask the students to volunteer by raising their hands and to share how they solved this problem. Next,
the teacher will have students do the Look Back problem at the bottom of the page. The teacher will explain to the students
that they can use estimation to help them solve these multi-digit division problems.

Input/Modeling: The teacher, or Ms. Busteed, will then show the Visual Learning video. The teacher will pause the video to
make comments and ask the students question. The teacher will cold call on students to answer these questions. At the end of
the video, the teacher will have the students complete the Convince Me! question at the bottom of the page. The teacher will
call on a student with a raised hand to provide their answer. Once again the teacher will provide feedback to student
answers.

Guided Practice: Students will complete the guided practice page, page 287. Mrs. Creedon will ask students to complete the
problems independently before doing them together. The teacher will go through the steps of solving each problem and
answer any questions students may have.

Check for Understanding: Throughout the lesson all teachers, will be assessing student understanding of the lesson by
listening to students' questions and answers. The teacher will also look at student work to catch any misconceptions students
may have.

Independent Practice: Studentswillthensplitintothreegroupstocontinuethelesson.Ms.Busteedwilltakeher

students,Mrs.Simmonswilltakeherstudents,andMs.Creedonwillleadtherestoftheclass.Inthesegroupsstudents

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 willcompletetheindependentpracticeandtheproblemsolvingpages.Theywillcompletetheseproblemsindependently
ifpossibleandtheteacherwillassiststudentsasneeded.Theteacherwillthengooveranswerstotheseproblems
beforehavingstudentsbegincenteractivities.Thecenteractivitieswillhavedifferentactivitiesforcertaingroupsof
studentstocomplete.Therewillbetwopracticeworksheetsforthestudentstocomplete,ashowdownactivitywhere
studentswillworktogethertosolveproblems.Studentswillthenbegiventheopportunitytocompletetheseactivitieson
theirownandtheteacherswillbetheretoassistwhenneeded.Theteacherswillansweranyquestionsthestudent
have.Ifstudentswish,theycancompletetheseproblemsintheirgroupswithMrs.SimmonsandMs.Busteed.

Closure: To close the lesson, the teacher will have students complete an exit slip, which is three problems from the online
quick check. The teacher will collect and review these to see what students took away from the lesson.

Special Needs Component Ms. Busteed will be in the room to assist title I students. She will pull them aside into a group during guided practice and
[modification(s)] independent practice and provide support for studnets who need it. She may also provide supplimental materials to help
these students if she feels they need it.

The work provided on the Perfect 10 will be leveled worked. Students will each be expected to complete a specific activity
depending what group they are in. They will then be giving the option to complete other activities until they reach a total of
10 points.

Sample Student Products

Model(s) of Instruction Direct Instruction

Co-teaching

Time Allotment 1 class periods. 1.25 Hrs. per class.

Author's
Reflection(s)/Critical
Analysis

MATERIALSANDRESOURCES
Instructional Materials

Resources
Materials and resources:
Pearson Realize textbook/workbook and online resources
Document Camera
Projector
Ipads for a group of students
The number of computers required is 1.

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