Lesson Plan

10/31/2018 (10:45 am - 11:45 am)

Lesson Objective​​ : ​Using models, students will be able to solve division problems using
repeated subtraction with at least 80% accuracy.

Standard
3.OA.A.2 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. For
example, describe a context in which a number of shares or a number of groups can be
expressed as 56 ÷ 8.

*repeated subtraction involves separating equal groups

*T = teacher, S = student

Introduction (~10 minutes)

● T will start of the lesson by reading the learning objective to the students.
● S will read the learning objective (written on the board) chorally
● T will present the class with a math opener question (division word problem) projected
on the ELMO
○ S will be asked to take out their whiteboards and will be given 3 minutes to solve
the question independently
○ T will set timer and remind students that they are to work independently
○ T will tell the students that this question is a “sneak peek”onto the math lesson for
today and that I just want to “see how they think”
○ T will say “1, 2, 3 showdown” and on “showdown” students will be prompted to
show their completed whiteboards to me, by raising their boards in the air. (This
will help me check for prior knowledge)
○ T will call on a student with the correct answer to explain to the class how he/she
solved the question.

Body (~30 minutes)

● T will start of the body of lesson by directing their attention to a visual learning video of
today’s math lesson. T will pause the video and ask questions that are presented in the
video. T will check for understanding by asking these questions.
● T will explain that we are going to be doing the “I do, we do, you do together, you do
alone” gradual release model.
● T will say that she is doing the “I do” and will model how to solve two division problems
with counters.
● T will prompt the entire class to practice several problems together for the “We do”
section of the gradual release model.
 ○ T will pass out counters to each partner group and will be telling the class that
they will be sharing the math manipulatives and working with partners
○ S will be asked to take out their whiteboards and sit with their math partners.
Students will be allowed to sit on the carpet for this math activity. Students will be
reminded that they are to have appropriate spacing when having multiple partner
groups at the carpet area together.
○ Students will be given a math worksheet and T will tell them that they will be
doing three questions with her and they will work on the rest with their partner for
the “you do together” part of the gradual release model.
○ T will show the class three division problems and ask students to use counters to
solve the questions as a whole group.
○ The entire class will work together with their partner to solve the same problems.
○ T will check for understanding during guided practice by cold calling students
and having the students explain their thinking to the class.
○ T will call on several students to show their math worksheet to the class and
share how they solved the math problems. Students will listen to the student
sharing and will be asked if they agree or disagree.
○ T will release students and tell the class to work with their partner to solve the
remaining questions on their math worksheet.
○ T will walk around the classroom and check each partner group. T will see if the
students are solving the questions and using the counters properly.
○ T will provide support to groups that are struggling and need extra support.

Closure (~20 minutes)

● After the majority of the class is able to successfully solve the division as repeated
subtraction question together, students will be released to solve the questions with their
partner group.
● Students will be able to use counters if they would like.
● After students are done solving the questions with their partner, T will ask the class to
raise their hand if they feel that they need extra help/reteaching.
● T will work with a small group for students who need reteaching. The rest of the class will
go onto their pearsonrealize.com website and login to their account. Students will open
their Digital Quickcheck 7-2 and answer the 5 questions independently. Students will be
given a “Show your work” paper with 5 empty boxes. Students must show their work and
turn their paper into me after they are finished submitting their Digital Quick Check.
● Students will be able to write their name on the board if they received a 100% on their
Digital Quick check. Students will be asked to go back and correct their answers if they
answered any questions incorrectly.

Differentiation/ Modification
● While the rest of the class is working with their partners, I will snake through the room
and see which students need to be retaught the math lesson.
● I will use counters as visual aides to describe division as repeated subtraction
● I will display the key vocabulary words (“division”, “subtraction” ) on the board and create
an anchor chart on the strategy that we are learning in today’s math lesson.