Lesson Plan Design Template
Subject: Math
Lesson Title/Lesson #: Unit 5 Lesson 9 Division and Multiplication Practice: Small Group
Time Allotment: 30 Minutes
Grade Level: 5th
Content Standard(s)
State standards and/or
Common Core Standards
(list)
Goals/Objectives
SMART OBJECTIVES
(aligned with the standards)
for the lesson
Academic Language
What is the oral and/or
written language used for
academic purposes? How
will you know that your
students develop and
express content
understandings?
Prior Knowledge
What are the students’
content knowledge and skills
as well as life experiences
and academic experiences
developed prior to the
learning segment? Focus on
both assets and needs of all
Author/Teacher: Brittany Ferrier Date: March 27, 2019
California Common Core State Standards
Math Practice
MP.1 Make sense of problems and preserve in solving them.
MP.2 Reason abstractly and quantitatively
MP.3 Construct viable arguments and critique the reasoning of others
MP.6 Attend to precision
MP.7 Look for and make use of structure
Mathematical Content
CCSS.MATH.CONTENT.5.NBT.B.6
Find whole-number quotients of whole numbers with up to four-digit dividends and two-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.
CCSS.MATH.CONTENT.5.NBT.B.7
Add, subtract, multiply, and divide decimals to hundredths, using concrete models or
drawings and strategies based on place value, properties of operations, and/or the relationship
between addition and subtraction; relate the strategy to a written method and explain the
reasoning used.
Goal of this Unit/Lesson:
Review concepts relating to division and practice solving numerical division
problems.
Solve real world problems requiring whole number and decimal division.
Student Objective(s):
Students will practice and review multiplication and division by using an interactive
game, as well as practicing solving division problems with peers and individually.
Academic Language:
Finding Product
Whole Number
Decimal Division
Academic Discourse:
Students have knowledge in multiplying and dividing equations. They have been
using various strategies in multiplying and solving solutions with whole numbers
and decimal divisors. Furthermore, they are able to solve real world problems that
incorporate addition, subtraction, multiplication and division to solve.
and focus students in the
classroom.
Materials
What materials are needed
for the teacher and
students? Instructional
resources?
Management
How will clear learning
expectations and a positive
learning environment be
established and maintained?
Instruction
Detailed step by step
procedures.
What will you do to set the
expectations both
behaviorally and
academically for the lesson?
What will you be doing to
model your instruction?
Practice & Application
How will students practice
and apply what they have
learned?
Application
How will students apply what
they have learned?
Supports
How will you engage
students based on
individual and group
needs?
Instructional Materials (handouts, etc.):
Whiteboard
Dry Erase Markers
Deck of Cards
Division Review Worksheet
Technology Incorporated: Whirligig
Clear learning expectations will be addressed and given at the beginning of the lesson. Class
DoJo points will be given to students who are participating, following directions, being
respectful and considerate to their peers and teacher. Paws Tickets will also be handed out to
students to reinforce positive behavior and establish a safe encouraging learning
environment. Students will lose 5th grade activities for assignments that are incomplete.
I do (Teacher Modeling):
In this lesson I will model and show students a fun multiplication game that students can play
to practice multiplication problems and fact families. Within a small group, students will play
the game in groups of 3. I will show the various roles each student will play with in the game
and how students can swing switch after a certain amount of time has passed. Students will
have to use the deck of cards and multiple the numbers that they see. Each cards represents
the number and the product or divisor of the multiplication problem. Whichever students to
say the number and correctly divide will get the cards. Whoever has the most cards at the end
wins the Multiplication War game.
We do (Guided Practice):
After students have played the Multiplication War Game in their small group, I will have
students use their whiteboards and dry erase markers to solve division and multiplication
problems. In some case students will work together to solve with a peer and other instances I
will have students solve individually in order to check for understanding. I will randomly
select students to share their answers by using Whirligig or have them hold up their
whiteboards after completing the given equation.
You do (Independent Practice)
Students will complete a division review worksheet to practice their understanding of this
math concept and support their learning with additional mathematical support. They will
apply what they already know by completing this informal assessment assignment. I will take
this and see which students need additional assistance and support.
Understanding/Learning Target: (Learning Context)
Blooms Taxonomy/ Depth of Knowledge: Questions that are student directed will incorporate
critical thinking processes and have them think why mathematical equations involve multiple
steps and have students identify how the solved each problem. What strategy did they use to
solve and came to the conclusion that they did? They will find purpose and reasoning for the
activity of multiplication and division through the questions I ask them and the assignment
they complete.
ELL: For ELL students I will repeat instruction, use corrections for solving math concepts
 with guidance and offer my students additional time to understand a concept if needed. I will
also check for understanding and have students practice concept of multiplication and
division. Students will practice what they have learned by completing a review worksheet to
practice and support understanding. A hands-on activity and game will also support students
in a tangible and tactile way.

Other Instructional Challenges: For my students with instructional challenges, I will give
brain breaks, extra processing time and direct instruction which will aid my students in this
lesson. Additional guided support, framing each step in solving such problems and breaking
apart what is required first next and last in solving multiplication and division problems will
help students outline what is needed in order.

Other Life Challenges: For students with life challenges offer students additional time to
process information, give direct expectations on what is desired from the objective of the
lesson also check and identify the needs of the student and continually assess for
understanding.

Closing I will end this lesson with, “Today we reviewed multiplication and division problems by
How will you end the using a fun game with a deck of cards. This is something that you can do at home and I
lesson? encourage you to keep practicing your fact families and division problems.”
Culminating activity or task
Thumbs up thumbs down- did this strategy and teaching style help you learn math in a fun
way? Will you use this at home?

Assessment
Formal and informal Look at the worksheet that students have completed, this informal assessment will support
assessments. me and allow me to see who needs additional help and practice. I will also use their
How will students be understanding of solving equations when they hold up their whiteboards after solving
evaluated? How will you mathematical problems and equations.
know if the students attained
what you expected? What
evidence will be available to
show learning took place?
What will you change in the
future to support further
growth?