Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
The student will be able to interpret remainders based on the context of real-world division problems.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students need to know and understand the standard algorithm for division. They also need to know the definitions of words related to division, such as: dividend, divisor, quotient, and remainder.
Guiding Questions: What are the guiding questions for this lesson?
The teacher will begin reviewing division and remainders by writing the word "remainder" on the board. Students will be given 1 minute to brainstorm words or phrases that come to mind. After 1 minute, students will share their words and the teacher will write their thoughts on the board around the key word, remainder.
- Why do we have to interpret the remainder?
- How can we determine which method of interpreting the remainder to use in a specific problem?
- What are some key words that help us determine which method to use?
Teaching Phase: How will the teacher present the concept or skill to students?
The teacher will begin by opening the attachment "Interpreting the Remainder" PowerPoint. Slides 1-3 will be completed as described in the above Formative Assessment section.
- Start the teaching phase on Slide 4, where the teacher will activate prior knowledge of division and remainders by reading aloud "A Remainder of One" by Elinor J. Pinczes. (A Remainder of One is a picture book where a queen bug demands that her army march in even lines. To accomplish this task, Joe has to divide the army into more and more lines to try to get everyone into even lines.)
- As the teacher reads aloud, have the students work through the problems presented in the book. Be sure to pause after each problem presented for students to have time to solve the problem and discuss their solutions with a partner.
- Slide 5 then requires the teacher to have students use the Think-Pair-Share strategy about different things students could do with the remainder in the problem. (Think-Pair-Share is a cooperative learning strategy where students are presented with a question or problem and given some time to "Think." Once students have had time to answer the question themselves, they "Pair" up with a partner and discuss their answers. Then, pairs of students will "Share" their answers with the whole class.)
- After students have discussed ideas they have about dealing with the remainder, Slide 6 provides the 4 different methods of interpreting the remainder.
- Slides 8-17 provide detailed instructions for examples that incorporate all 4 of the methods for interpreting the remainder.
- Slides 18-19 provide a review to summarize the information presented in the previous slides. **The graphic organizer on Slide 19 could be printed out for each student to have a copy to help them solve the word problems that will be presented next.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Count students off into 5 groups. Make sure students remember their number but have them stay in their seats until after directions have been reviewed.
- Refer to Slide 20 in the attached PowerPoint for direction on group work. The students will work in small groups to answer various real-world word problems relating to interpreting the remainder.
- As students work on the word problems, they will complete the provided small group checklist.
- The teacher will be walking around monitoring students, giving feedback, and recording observations as students work cooperatively to solve the given problems. Be sure to collect student checklists to provide more informal assessments at the end of the small group work.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
Refer to slides 22-24 in the attached PowerPoint for details about independent practice. After students have completed the word problem small group rotations, they will solve the word problem provided on Slide 23 of the attached PowerPoint independently. Once students have finished solving the word problem, they will have their work checked by the teacher and then begin to write a reflection on their learning using The Important Book template as provided on Slide 23 of the power point. (*The Important Book helps children see how to determine important information. This book provides important facts about the sun, moon, wind, rain, and other familiar items.)
Example of "The Most Important Thing About":
The most important thing about interpreting remainders is to look at what the question is asking.
Really Important Detail #1: You must look at what each number in the problem stands for.
Really Important Detail #2: When you get an quotient, refer back to the problem to figure out what the quotient actually represents.
Really Important Detail #3: There are 4 ways of interpreting the remainder: Add It, Keep It, Drop It, Use It!
But the most important thing about interpreting remainder is to look at what the question is asking.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Students will share their "The Most Important Thing About Interpreting Remainders" writing with the class so students can summarize the important elements of the lesson learned.
At the end of the lesson, students will write an exit slip explaining the most important thing about interpreting remainders in a division problem. The exit slip will be based on The Important Book template as attached.
The teacher will have students solve a division word problem and hypothesize how the remainder will be interpreted based on the context of the problem (PowerPoint Slide 2). After students have solved the given problem, they will share their solutions with a partner and then with the class (as described on Slide 3 of the attached PowerPoint).
As students are working, the teacher will take notes on how students are solving the division problem and how they are interpreting the remainder. This way the teacher will know who should share their solutions to the class and also know who is struggling and will need more accommodations throughout the lesson.
Feedback to Students
The teacher will observe students as they work in small groups, providing feedback and positive reinforcement on the spot. The students will be provided with a small group checklist that details what they need to locate in each word problem. When students have completed a task, they will check it off on the checklist and explain their work when necessary.