Lesson Plan Observation 6

Lesson Plan Design Template

Author/Teacher: Brittany Ferrier

Date: March 27, 2019

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)

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. Goals/Objectives SMART OBJECTIVES (aligned with the standards) for the lesson

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 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

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?

Instructional Materials (handouts, etc.): Whiteboard Dry Erase Markers Deck of Cards Division Review Worksheet Technology Incorporated: Whirligig

Management How will clear learning expectations and a positive learning environment be established and maintained?

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.

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?

I do (Teacher Modeling):

Practice & Application How will students practice and apply what they have learned?

We do (Guided Practice):

Application How will students apply what they have learned?

You do (Independent Practice)

Supports How will you engage students based on individual and group needs?

Understanding/Learning Target: (Learning Context)

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.

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.

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.

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 How will you end the lesson? Culminating activity or task

Assessment Formal and informal assessments. How will students be evaluated? How will you 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?

I will end this lesson with, “Today we reviewed multiplication and division problems by using a fun game with a deck of cards. This is something that you can do at home and I encourage you to keep practicing your fact families and division problems.” Thumbs up thumbs down- did this strategy and teaching style help you learn math in a fun way? Will you use this at home? Look at the worksheet that students have completed, this informal assessment will support me and allow me to see who needs additional help and practice. I will also use their understanding of solving equations when they hold up their whiteboards after solving mathematical problems and equations.