Guided Lead Teaching Plan Project

Michigan State University

TE 801: Professional Roles and Mathematics Teaching Practice: Fall 2014
By Kendra Asher
Big Ideas and Standards: What are the foundational mathematical ideas or concepts
in this unit?
How are those ideas important?

Kendra Asher
TE 801 F14 Project 2
Section 1
Foundational Big Ideas
The Big Ideas I will be focusing on in my lessons are Using place value understanding
and properties of operations to perform multi digit arithmetic and Perform Operations with
multi digit whole numbers in regards to multiplication and division with division naming the
missing factor. The first Big Idea is actually from fourth grade but in order for students to be
successful in the second Big Idea they need to have this previous knowledge. Based off my
experience with my students, I have discovered a large portion of the class lack basic
multiplication fact knowledge. In order to be successful in division students need to know their
facts and can identify factors. Using place value is also important, as students must be able to
align the quotient to preserve place value and subtract. The subtraction may require students to
borrow and then carry the borrowed number. Thus, this fourth grade Big Idea is important for
fifth graders as they learn division.
Fifth grade students have had experience with division but not with as large of numbers
before. Thus the second Big Idea summarizes that students can complete multi digit
computations with whole numbers and more specifically recognize division as a means to locate
a missing factor in a multiplication family. This Big Idea does not specify the amount of digits
and is thus a Big Idea. Across math tasks, students need to be able to perform different types of
computations including division, addition and subtraction. This Big Idea has some specifics but
the base idea is across the math discipline: Perform Operations with multi digit whole
numbers The Big Idea includes details about division, factors and multiplication because I

wished to specify the relationship division and multiplication have, as this relationship is
omnipresent in mathematics.
Importance/Relevance
Division is very important to everyday lives. While students may not think they are using
it, they are. As a result, it is critical for students to be able to do division but also understand
what it means and represents. Students visit locations in the community such as Kroger. While
Kroger does show how much a unit costs per an ounce or pound but not all stores do. So a
student or even an adult may take the listed price and divide it by the total ounces. This would
inform the buyer the cost per ounce and allow them to compare prices. Buyers debate if the
larger box saves money per ounce or if the smaller box is better. Division is in the simplest daily
tasks such as sharing and determining how many players are going to be on each soccer team
based on the total number of players. Students and adults use division everyday although they
may not know it and it for this reason that it is important for students to learn division.
Common Core State Standards
There are three Common Core State Standards that relate to the Big Ideas for the lessons.
The fourth grade CCSS is 4.NBT.B.5 Multiply a whole number of up to four digits by a onedigit whole number, and multiply two two-digit numbers, using strategies based on place value
and the properties of operations. Illustrate and explain the calculation by using equations,
rectangular arrays, and/or area models (Common Core State Standards, 2014). This relates to
the Big Idea because to do the standard, students must use place values and properties of
operations. The two fifth grade standards are: 5.NBT.5 Fluently multiply multi-digit whole
numbers using the standard algorithm and 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
(Common Core State Standards, 2014). The first standard is a foundational skill students need in
order to do division and assists in students seeing the relationship between division and
multiplication. The second standard is the basis of the lessons. It is where students will locate
and use the relationship between the operations to solve the math problem.
Standard for Mathematical Practice
I have selected CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere
in solving them as the mathematical practice to focus on (Common Core State Standards, 2014).
My students work quickly to get the task done and do not check their answers. They make simple
mistakes when they solve that could be easily located and corrected if they checked their work.
In division checking their work entails multiplying the quotient and the divisor. Students need to
work on, with my support, preserving in the task even if it is challenging. Also part of this
practice is for students to monitor their work. This relates to the estimation component of
division when students are attempting to determine a quotient. They need to learn how to
determine if they are making a reasonable choice. This is why I selected this mathematical
practice.

Bibliography
Common Core State Standards. (2014). Retrieved 9 30, 2014, from Common Core State
Standards Intiative: http://www.corestandards.org/