DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELED 4300 SCIENCE LESSON PLAN TEMPLATE

(8/23/14)
Teacher Candidate: Courtney Jensen Grade Level: 4th Title Hands on Use Place Value to Divide
CONTEXTUAL FACTORS (classroom factors)
Contextual Factors:
- 10 boys
- 12 girls
- 1 ELL
- Nick - WIDA Level unknown
- 4 Learning Disabilities
- John Social
- Nick Reading, likes to make things up
- Tellulah Reading
- Madison Anxiety
Classroom environment:
- Students are in groups of four or five desks. The teachers desk is in the front left corner. There is a whiteboard and a
smart board. There is also an ELMO on the teachers desk. There are four computers on the left hand side of the
classroom.

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective:
- Domain: Numbers and operations in base 10
- 6: Find whole-number quotients and remainders with up to four-digit dividends and one-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.
Content Walk-Away:
- I will be able to find if division problems have remainders or not through my math page.
Language Walk-Away:
- I will be able to find if division problems have remainders or not through my math page.
Vocabulary:
- Remainders

ASSESSMENT EVIDENCE (What evidence do I need to show the students have

learned the Walk-Away?) 5E-Evaluate
Formative Evidence (checking for understanding throughout the lesson):
- Students will be able to find if a division problem has remainders or not through
the math page.

Modifications/Accomodations (ELL, IEP, GATE, etc.)

Content Walk-Away Evidence (Summative):

- Students will be able to find if a division problem has remainders or not through
the math page.
Language Walk-Away Evidence (Summative):
- Students will be able to find if a division problem has remainders or not through
the math page. SIOP 1 2 3

Approx.
Time

ACTIVE LEARNING PLAN

Approximate length of entire lesson:___ minutes.

Teaching time: from _____to ______

Activate/Building Background Knowledge

- Get your math books out and turn to page 341. Wait time. Follow along with me as I do the build it
section. This should refresh students about how to equally divide numbers. Call on students to answer the
simple division questions. SIOP 4 5 6 8 10 12 25 26

Formative assessment:
Learning Goal
- Reviewing double digit
multiplication.

Success Criteria
- Students can divide double digit
multiplication.

Assessment Strategy
- Completing page 341.

Modification/accommodations: (ELL, IEP, GATE, etc.)

- Make sure Nick and John have their books out to the right page.
Focus Lesson (I do it) 5E-Engage
- Read the first paragraph in the Try It section on page 342. Have you ever had a bag of candy that youve
tried splitting up between you and some friends, but there were some left over? That left over candy is the
remainder candy. A remainder is the amount left over after everything else is evenly divided. SIOP 7 9 11 12
20 25 26
Formative Assessment:
Learning Goal
- Learning what a remainder is.

Success Criteria
- Students can find remainders in
division problems.

Assessment Strategy
- Top of page 342.

Modification/accommodations:
- Make sure Nick and John have their books out to the right page. Watch Johns chair that he keeps it on
the ground.
Guided Instruction (We do it) 5E-Explore
- Complete the Try It section with the students on the Smart Board. Make sure that you show students with
drawings/manipulatives, so that students can understand that part. SIOP 12 13 14 15 16 17 18 19 25 26
Formative Assessment:
Learning Goal
- Completing double digit
multiplication that has
remainders.

Success Criteria
- Students can complete division
problems that include
remainders.

Assessment Strategy
- Completing page 342.

Modification/accommodations:
- Make sure Nick and John have their books out to the right page.
Collaborative/Cooperative (You do it together) 5E-Explain
- I now want you to complete page 343 with your partner. Work together to make sure that you both
understand it, and if you do not turn to your other partnership. Walk around making sure that students are
understanding. SIOP 16 17 21 23 24 25 26
Formative Assessment:
Learning Goal
- Completing double digit division
with a shoulder partner.

Success Criteria
- Students can solve division
problems that have remainders
with a partner.

Assessment Strategy
- Completing page 343.

Modification/accommodations:
- Make sure Nick and John have their books out to the right page.
Independent (You do it alone) 5E-Elaborate
- When you are finished with page 343 move on to page 344 and do as much of it as you can. Raise your
hand if you need help. SIOP 21 22
Summative Assessment:
- Students will have a completed lesson about division with remainders.
Modification/accommodations:
- Make sure Nick and John have their books out to the right page. Get someone to sit by Nick to help him
stay on task.
Closure/Review of walk-aways, vocabulary, and essential questions

(Note: Closure includes student interactions, reflection, and/or demonstrations.)

- If time permits we will go over what a remainder is again. Students now get split up into their intervention
groups and go to other classes. Some students stay and we get other students from the other two classes. SIOP
27 28 29 30
Guided Instruction (We do it) 5E-Explore
- The emerging math group will be split into 4 or 5 small groups, and we will be completing the Mental
Math: Multiplication and Division worksheet with the students. We will each get as far as we can, and if
students get done early they will be able to draw on the whiteboards.

SIOP Indicators
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5Adaptation of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Strategies: 13-Students use learning strategies, 14-Scaffolding, 15-Higher-order thinking,
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1
students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills
(reading, writing, listening, speaking)
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?