Mathematical Practices Lesson-Planning Tool

Name: Naena Bland Grade Level/School/Mentor: 6th/ Lincoln

Elementary/ Chante Jimenez

Unit: Long Division Date: 11/9/2016 Lesson Title: Tic-Tac-Toe Long Division
GCF and LCM
Utah Elementary Math Learning Standard [State the strand/standard for the unit addressed by this lesson.]
Strand: The Number System (6.NS)
Standard: 6.NS.2: Fluently divide multi-digit numbers using the standard algorithm.
Learning Objective Specific to Lesson: As a result of todays lesson, students will be able to . . .
Students will be able to describe how to use long division to another person and use long division
to solve story problems.
Overarching Essential Question(s) Specific to Lesson
How do you use long division in story problems that could be seen in the real world?
How would you teach someone else how to use long division?

Targeted Mathematical Practices: As a result of 1-Make sense of problems and persevere

3-Construct viable arguments and critique the reasoning of
todays lesson, students will have opportunities to . . .
others
[select the targeted practice standard(s) for this lesson].
6-Attend to precision
7-Look for and make use of structure
8-Look for and express regularity in repeated reasoning
Prerequisite Knowledge This Lesson Draws Upon:
Students have already learned the model DMSBR for long division. They also have the knowledge of
multiplying the divisor up to 9.

Vocabulary Focus
Dividend, divisor, multiply, remainder
Materials*/Resources/Technology
Long division tic-tac-toe boards, white boards and markers, students previous knowledge

Lesson Purpose (Introduce; Build Understanding/Make Connections; Solidify/Get Precise/Get General/Practice/Reinforce)

Build greater understanding of long division and to solidify their knowledge of the content. This
lesson will also allow then to practice their known skills and apply them to story problems.
Brief Overview of Lesson Anticipated Time Frame
I will start the lesson by having the students teach me how to do 25-35 minutes
long division by showing answers on white boards. After teaching,
the students will be in groups of 3-4 and play tic-tac-toe against each
other with long division. As I ask students how to do long division, I
will ask questions about what happens at each step. One question I
will make sure to ask the students is what do I do with the
remainder if there is one? Other questions to be asked is Why do I
do this next step? and what is really happening in this step? To
play tic-tac-toe long division, students are in pairs or groups to work
together to play against another team. All students will be given a
problem to solve, however team 1 has the opportunity to make a
mark on the board if they solve it correctly. If they do not, and their
 opposing team does get the answer correct, they will steal the point
and put their own mark on the board. The next question will be for
team 2 to solve; if they get it correct they will put a mark down, if
not, the opposing team will steal the point. This cycle is continued
until one team has made three in a row, or until it becomes a draw in
the end of the game.
Formative Assessment/Evaluation Strategies: How will students be expected to demonstrate their understanding
of the learning objective? How will you make student learning visible?
Students will be expected to show understanding of the strategy based on their answers of the
steps on how to use long division. They will also be assessed on their understanding of how to do
long division based on the game.

Access for All: (How will you ensure that all students have access to and are able to engage appropriately in this lesson?
Adaptations--for Gifted/Talented, ELL, and other Special Needs)

It will be all inclusive because the students are teaching based on their own understanding of the
process. They will each individually write their own ideas. Also, when its time to play the game,
they will be able to work collaboratively with their team to gain more understanding from their
peers.
Probing Questions for Differentiation on Mathematical Tasks
Assessing Questionsto Scaffold Advancing Questionsto Elaborate/Extend
[Create questions to scaffold instruction for students who get stuck during [Create questions to move the learning forward for students who are ready
the lesson.] to advance beyond the learning objective.]
What are the steps you know to take when Why do multi-digit numbers not start the solution
solving long division problems? DMSBR? in the ones place?
What happens at each of these steps? How can you use long division to solve problems
When a long division problem is to be solved, in the real world? Think of a story problem that
what should be the first thing you think about would require you to use long division to solve.
doing to solve the problem? Second? And so on.

INSTRUCTIONAL PROCEDURES/Lesson Sequence

Here you will outline the sequence and content of the activities in a step-by-step format to help a reader
understand how you see the lesson unfolding. This is the heart of your lesson plan!

TASKS What will the teacher be doing? What will the students be doing?
[How will the teacher present and then [How will students be actively engaged in
monitor student response to the task?] each part of the lesson?]

Beginning of Class
How does the warm-up/starter
activity connect to students prior
knowledge, or how is it based on
analysis of homework?
The mentor teacher will be Students will solve the long division
administering a warm up long problems individually on their desk
division story problem for the or a white board. They will be
students to get their mind ready for engaged because the students will
the long division lesson. be solving the problem.
I will introduce the students to the
task by having them get excited
about teaching me how to do the
mathematical practice of long

1. Engage:
How does this part of the lesson
engage students in the learning
objective?
2. Launch:
How will you introduce students to
the task so that they are invited to
work like a mathematician? How
will you check/know that students
are ready to work on the task? How
will you distribute materials,
transition into individual or small-
group work, keep students engaged
in the lesson . . . signal students
back to whole group?
3. Explore:
How will the task develop student
sense making and reasoning? How
will the task require student
division.
Roaming the classroom looking at Students will work individually with
student responses will keep students the knowledge that if they stay on
on task and focused. task, they will be given the
Students already have white boards opportunity to learn as they play a
and markers in their desks. game of tic-tac-toe.
Students will be given instructions on
what they need and what they are
doing in the next step of the lesson.
To signal students to whole group, I
will do claps (which they are used to
with the mentor).
After the students have taught the Students will participate in the
teacher about long division, the activity by using their white boards
teacher will explain how to play the to answer the questions of how to
tic-tac-toe game (as stated in the do long division and hold it up to
brief over view). Ask a student to teach me.
come up to the board to do one to Students will follow instructions on
two examples of how to play the transitions and listen to directions
game with basic addition or even on how to play the game so they
multiplication problems so they see can immediately start play instead
how the tic-tac-toe will come about. of having to ask multiple questions.
Students will show their work on a Students will call to attention
separate sheet of paper just in case because they are used to the
they get the wrong answer, and so clapping signal.
they dont have to cram all of their
work into the small space the game
board allows.
Next, have students pair up with
someone they want to work at the
game together. Have them sit
together, facing another team so
they have someone to compete
against. After they have been paired,
assign which teams are group 1 and 2
(they are still in whole group).
Signal the students so they can pick
partners and allow them to do so.
Once they have their partner, the
problems will be shown at the board
so everyone can see, and work at
their own paces.
I will be being taught how to do long Students will explore their
division and I will participate in knowledge through explaining how
learning to model how active to do long division; they will also
communication and development of
practice standards?
4. Explain, Synthesize,
Reinforce:
How will student sharing, questions,
and reflections be elicited in this
part of the lesson? How will student
thinking be brought into the open?
What kinds of questions and math
talk strategies might support
communication and reinforce
learning objectives?
5. Recap and Close:
How will you close the lesson so
that students have something to
take away from the lesson?
Learning Residue!
learning happens. practice their knowledge through
While students are playing the game, the game because they have to
I will go around answering questions solve multiple division problems
about the game, or the process of (numerical, story problems). This
long division they may have. allows students to use one
Scaffolding is done in this step anothers knowledge and helps
because I am trying to release the extend their own.
responsibility to the students to solve
the math problems on their own.
Students already have white boards
and markers in their desks.
Students will be given instructions on
what they need and what they are
doing in the next step of the lesson.
To signal students to whole group, I
will do claps (which they are used to
with the mentor).
The teacher will regroup the class as Students will share their thinking
a whole to discuss what has through their answers and their
happened in the lesson. The teacher reasoning of explaining their long
will ask the students questions to division answers to their fellow
elicit reflective thinking by asking teammates during the game.
things such as how does long
division apply in the real world?
Why does dividing with decimals
make the problem more difficult for
you? How will this practice help
you with further long division
practice?
I will review what we did and why we Students will participate with their
did so; to fully comprehend the task thoughts of the lesson and activity. I
of long division and gain more also want students to give their final
experience and practice with the thoughts and what they take away
task. from the lesson.
The teacher will recap the objective Students can be required to write a
and why we did the lesson/activity sentence, or more, about what they
that we did. Why do you all think learned and liked/disliked about the
we did this lesson today?-have lesson.
students respond to get ideas of
what they thought the objective of
the day was and ideas they might be
able to use in their short reflections.
Task Analysis
 This task includes more than one way to think about long division, while at the same time having a

structure that students have learned. Students know the formula for solving long division problems (DMSBR).

However, by asking the students to teach me how to do it, and apply the formula, they each will have a different

understanding of the formula; they will each remember it differently.

Students might have difficulty with sharing their thinking. Many times a student knows how to

repeatedly use a formula, but they dont know how it works and how to explain it to others. Students may also

have misconceptions about which order of operations the long division is done because they may not fully

understand long division. Students might also have difficulty with having a partner in solving the math

problems for the game. I have seen that students, in math, tend to think very individually when it comes to math

tasks. This may be due to a students own understanding, or maybe due to teachers not utilizing the group

thinking for those students who are struggling with specific tasks.

I want to highlight the formula is just a way for students to remember how to do long division, but I also

want students to know why we do certain things throughout the process, such as what we do with the remainder

and why there is a remainder. I also would like to have students be able to summarize how to do the long

division so they will have a chance to explain their own thinking of the process.

Students will need to know how to do long division. They will also need to know how to successfully

work with a partner when engaged in the activity. This means that throughout the year, the teacher has been

teaching them how to utilize their partners when it comes to solving tasks and objectives.

I will monitor and support student thinking by asking questions while they teach me, such as Whats

next? Why? What do we do with the number after it has been multiplied? etc.; this will be happening as whole

group still. When students are engaged in the game, myself and my mentor teacher will be scaffolding how to

do long division, if needed, and how to utilize their partners information. I will also encourage those who are

doing things well to hopefully inspire students want to impress.

Reflection
 As I began my lesson, I asked the students if they remembered how to do long division. The students

kind of looked at me like I should know the answer, since I had just witnessed them doing some long division

right before. However, when I told them they were going to teach me how to do long division, some of them got

really excited at the opportunity to show their knowledge of the topic. The same 4-5 students were answering

the questions about teaching me, so I was kind of disappointed that more students werent engaging, but those

who responded did a very good job of explaining how to do long division. As I explained that we were going to

be playing a game, everyone perked up because they knew they werent just going to be sitting there for half an

hour. Students got very excited because I also allowed them to pick their own partners. This may have been a

mistake since most students are just going to want to work with their friends, however I did not want to pair

students together who cannot work well with each other (because I do not know the students as the teacher

does). Throughout the game, most students knew how to do long division, but there was a couple groups that

were still shaky on how long division is done, so I spent some extra time with them showing and modelling how

the formula is applied. The class did not get through many questions because some groups are slower than

others, and some were not focusing on the task at hand. All in all, the students were excited to get some practice

while being with their friends in a fun environment.

One thing that went well with the lesson was that I was able to do some one on one work with some

students. It gave me the opportunity to work on my ability to teach the individual task and get to know some of

the students better. Another success I had was there was a pair that took it to the next level by finding the

division problem all the way down to at least 9 places. They grabbed extra boards to continue their work onto.

This was a success because it showed me that they were invested in their learning and engaging in the task.

A challenge was that the students all work at very different speeds. I thought by having the problem in

front of the entire class on a PowerPoint would work. However, I should have known that early finishers would

need a faster pace, and the next problem shown to them before most of the class. I should have made packets or

a booklet of sorts to give to each group so they would be able to work at their own pace more efficiently. This

made the task and activity take much longer than anticipated.
 I learned the importance of having better access for all students is one of the most important things to

think of as teachers design lesson plans. Having options for early finishers and a slower pace for students who

take extra time will give them a greater sense of accomplishment as they all finish. I also learned that there are

times when students should be paired, and times when students will be able to pick their own partners. This may

affect their own learning and learning of their peers.

Many students were challenged in the teaching phase, which is where I wanted them to be challenged. I

wanted the students to think critically about how and why they were doing the steps they were applying. I had

anticipated a gap in time students needed, but not to the extent that I saw as I was teaching. There were students

who could do long division easily, but there were still students who had trouble with their multiplication table. I

had some challenging moments when multiple groups needed my attention, so I was grateful for my mentor

being in the room and roaming with me. That is most definitely something I will have to work on before student

teaching.

The first goal I have for myself to better my own teaching is to be able to help more students at once. If I

can find groups of students who are struggling with the same things, or in the same area of math, I will be able

to try and catch them up with the rest of the classs ability to solve the math task.

Second, I am wondering about how a teacher can be in multiple places at once; helping more than one

group of students at once. I am going to take notes on how my mentor roams the classroom and scaffolds for

groups, without getting overwhelmed. I am also going to ask my mentor teacher how this can be successfully

done.