Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will solve real world division word problems and interpret the remainders. Students will explain their reasoning.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students must be able to divide, multiply, add and subtract.
Students should understand that division is finding equal groups. In division, either you are finding the number of equal groups or how many are in each group.
Guiding Questions: What are the guiding questions for this lesson?
What does this number represent in the situation?
Tell me what has happened so far in this situation.
How do you know?
What does this remainder represent in the situation?
Does it matter that there is something left over? How will it be handled?
What is the action in this situation?
What looks familiar in the problem? What is different?
About how many will it be? How do you know?
Can you think of a time when you cannot share the remainder equally?
What is a remainder?
Teaching Phase: How will the teacher present the concept or skill to students?
- Give the Formative Assessment word problem the day before the lesson so you have a sense of what students will do with remainders.
- Use the Remainder PowerPoint to guide the discoveries in this lesson. There are further directions for how to use it in the Notes Section under each slide. Changing the names of the people in the word problems to the names of students in the class helps to maintain student focus. Do not rush this presentation but rather use the Guiding Questions to promote whole class discussions about these situations and the math embedded within them.
- The beginning slide has a formative assessment addressing the students' understanding of division. Discuss how and why students could change the numbers so you don't have an amount left over.
- The next 4 slides present the 4 treatments of remainders in word problems. Let the students discover how to answer the problem and how to treat the remainder. Once they have determined the way, record this on a chart. Below is an attachment of these 4 treatments. Please note the last one (changing the remainder to a fraction or decimal) is a 5th grade standard. I suggest going ahead and presenting this to the 4th grade students so they get a complete picture of how to treat remainders. Use friendly simple numbers in these problems so that the students can use prior knowledge and reason to figure out what the answer would be.
- Using individual white boards allows you to see the different responses in the room so you get a clearer assessment of student thinking.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
- The PowerPoint presentation noted in the Teaching Phase is part of the Guided Practice.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
For Independent Practice students will get into small groups and solve the Word Problems attachment. The teacher will circulate, observe and ask the Guiding Questions.
Encourage the students to refer to the Interpret Remainders chart if they are not sure.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Students will come back together at the end of the class period to discuss their answers with the whole class. Be sure the students justify their thinking.
Ask any of the Guiding Questions that you believe will further the students thinking and summarize the learning about this topic. At this point students should be able to recognize the different interpretations of remainders and be able to explain how that impacts the context of the problem. Ask the students to create a word situation that represents each remainder treatment.
When you believe the students are ready, give the Summative Assessment found in the Summative Assessment section of this lesson.
The following Summative Assessment may be given when you believe students are ready.
To assess the students understanding of division, do the first slide of the Remainders PowerPoint listed in the Teaching Phase. Further instructions are given in the Teaching Phase.
Give the students the following situation before this lesson is taught. "John is taking 10 friends on a trip. Each car holds 3 people. How many cars will John need for his trip? Justify your answer." Student should be able to explain that 4 cars will be needed for this trip. Even though the quotient is 3 there is a remainder of people, therefore another car will be needed. The answer is 4 cars.
Students who do not do well on either of these early activities will need to be monitored carefully during the lesson. If needed, you can use cubes to divide and have a remainder so that students may see objects in a division problem with a remainder.
Feedback to Students
As you work with the students, constantly refer back to the situational story. This provides a mental image for the child to help make sense of the action of the story and the math. A story is what makes sense of the treatment of a remainder so that a student is not just memorizing 4 ways to treat a remainder but rather is understanding and visualizing the equal groups and the leftover amount.
Use the Guiding Questions to probe and clarify student thinking. Keep questioning until the students have justified the answer.
Create a chart of the 4 treatments so students have a reference point to consider. The following attachment can be turned into a chart or printed and given to each child to put into the math notebook.