Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date 10/31 _

Mary LePage
Subject/ Topic/ Theme

Remainders

Grade __4______________

I. Objectives
How does this lesson connect to the unit plan?
Where is division important in the real world?
When is it important to include a remainder?
When do we have remainders? (Long division and more basic division)
When is it not important to include a remainder?
What does the word problem tell us?
cognitiveR U Ap An E C*

Learners will be able to:

Identify different types of remainders within word problems

Create their own situations to model when division is important

Create a visual aid to remember the types of remainders
Reason with a partner to create a applicable word problem
Recall different types of remainders using a unique remainder name

physical
development

socioemotional

x
x
x

Common Core standards (or GLCEs if not available in Common Core) addressed:
CC.4.OA.3Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations,
including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the
unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
CC.4.NBT.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.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Processes of basic division facts

Long division processes
Pre-assessment (for learning):

Pre discussion relating to remainders?

Outline assessment
activities
(applicable to this lesson)

Formative (for learning):

Creating remainder type visual aid sheet
Formative (as learning):
Creating their own word problems with a partner
Summative (of learning):

Class discussion of word problems after class

Provide Multiple Means of
What barriers might this
Representation
lesson present?
Provide options for perceptionWorking in groups,
making information perceptible
Working individually
Writing situations on the board
Engagement in remainders
Organize them in a chart so
Distracted by candy
Thinking they already
know enough about

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Provide Multiple Means of Action

Provide Multiple Means of
and Expression
Engagement
Provide options for physical actionProvide options for recruiting
increase options for interaction
interest- choice, relevance, value,
Having students work with the
authenticity, minimize threats
person next to them
Coming together to create their
Class discussion of examples
own problems
Choosing own problems

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Explanation of each remainder

situation
Nickname for each situation
Provide options for comprehensionactivate, apply & highlight

Apply the types of remainders

to real situations
Starburst example
remainders

What will it take

neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Focus during group work
Higher order thinking to
create their own problems
for remainders
Combining math and art
skills - being willing
to
Materials-what
materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

Provide options for expression and

communication- increase medium
of expression
Students could make a poster,
booklet, chart to describe their
remainders
Taking notes or creating poster

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

Coming back together to share

their problems they created
working in pairs

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

Students work in pairs so

walking around to check group
work

Creating own remainder

reminder with example. Do
they understand the concept
enough to create their own
problem?

Starburst
Markers/crayons/colored pencils
Construction Paper
White board/SMART board
Worksheets 117-118 in classroom textbook
Rows of 3-4 where students are now

How will your classroom

be set up for this lesson?

III. The Plan

Time

Components
Motivation
(opening/
introduction/
engagement)

15mi
n

Development
(the largest
component or
main body of
the lesson)

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Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Tell students everyone will get 5 starburst. Give
Students receive starburst
me a second to pass them out they come in bags Students discuss what could have gone wrong with
of 9. But when I pass them out only one student
my remainder in real life
gets 5. All others get four.
What do you think happened?
I did a division problem to decide how many
packages of starburst I should buy. I didnt include
my remainder in the problem so I didnt have
enough for the whole class! (I only brought 12 bags
but still shouldve had 13) I didnt round up and
disregarded the remainder

Outline 5 different types of remainders, put examples on the SMART board - See ppt

that can be found in Google Drive

Why is it important to consider the

reminder here? What would happen if we didnt
consider the remainder?

What might be other situations where you

would use this?

A remainder that causes the answer to be

rounded up

Round-Up remainder

Miss LePage brought in starburst for the class

she wants each student to receive five. How
many starburst does she need all together?

BUT she can only buy them in packs of nine.

What does she do?

Why is it important to consider the

reminder here? What would happen if we didnt
consider the remainder?

A remainder thats not part of the question

Forget-It Remainder

My house had 56 starburst for trick-or-treating

But I want every kid that comes to my door to get
3 starburst! How many people can come to my
house? (2173=72.3) SO I can have 72 trick or
treaters! (Now I have left over candy for me!)

Fraction Remainder

(Easy Split)

After Thanksgiving, three students are sharing

a pumpkin pie (Nathan, Sofia, and Luke) Theres
10 pieces! What do they do? (They each get 3 and
then they split the 3rd into 1/3 slices)

Why is it important to consider the remainder

here?

Why is it important to consider the

reminder here? What would happen if we didnt
consider the remainder?

Decimal Remainder

Divy it out

Rylan and Laila decide they want to buy a

book at the book fair and share it (They get it every
other day and every other weekend). The book
costs $7.50 What do they do about the
remainder?

Why is it important to consider the remainder

here?

Why is it important to consider the

reminder here? What would happen if we didnt
consider the remainder?

Remainder Only

Remember me!

Were taking buses to Lansing! Each bus can

take 44 students. But we have 98 students! Instead
of getting an extra bus, well take cars for students
that dont have a bus. So, we know we need two
buses! Now we have 10 students left over. We can
put 4 students in a car. How many students still
need a car?
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Answering question about remainders

Listening to explanations. Answering computation

questions
Coming up to SMART Board to work on
computations
Reasoning when a classmate on the board does not
compute correctly
Explaining why they have chosen a certain process

Going back to review the first three

remainder types before starting on the fourth type


Why is it important to consider the
reminder here? What would happen if we didnt
consider the remainder?

Introduce Remainder Reminder

Students are making a book mark to leave in their
workbook during word problems
Use construction paper and list the 5 different types
of remainders
Use either a nickname students created themselves,
a nickname given in class, or a brief definition
Students can use colored pencils or makers
Think about how you could illustrate this type of
remainder!

Pass out worksheet 117-118

Each of these are illustrated by the same

problem!

Explain working in groups to create their own

situations

10
min

5 min

Create their own Remainder Reminder

highlighting each type of remainder
Make Remainder Reminder Students are given
their own piece of construction paper to highlight
these rules they come up with their own way to
highlight the name draw a picture if they want
(round up remainder? Make a cowboy hat!)
Complete worksheet 117/118
Work with partner next to them and put one
example of each either under their
5 min

Bring class together to again review the situations

and worksheet
Share three examples of each remainder use
What was your answer for each problem?
Why did you say this?
Why did you
What is a situation that
A remainder would not be part of the question?
The remainder would cause us to round up?
Brings a fraction remainder?
we would have a decimal remainder?
we consider the remainder only?
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
My initial plan for the lesson was to use the SMART board and white board to have students work out example problems relating the
the varying types of remainders. There were a few technology setbacks the day before I taught my lesson, so I made up a power
point of the example questions for my lesson and examples of remainders. Thankfully, someone helped me with the SMART board
Closure
(conclusion,
culmination,
wrap-up)

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and I was able to pull up the power point and students could work out the problems underneath the word problem on the SMART
board. Not exactly what I had planned, but it worked!
The introduction problem with the Starburst went even better than I had expected - other than the talking. (Today seemed like one of
the most talkative days Ive had in my aiding experience. Im wondering if it has anything to do with indoor recess before school
and also during morning recess. Students hadnt had a chance to blow off some steam and run around!) From the beginning when I
told them I had Starburst for them, they were hooked. I passed out the bags in groupings of nine and they divided them up amongst
themselves. They were all quickly concerned about the fact that some of them did not have enough. In my mind I had planned to
pass them out one by one, but I think having them separate them on their own worked better. Having kids all over the room not
receive enough made it in to a bigger, more evident problem that we needed to consider. It was good that we then worked it out
together!
Overall I liked the Starburst activity and felt like it went well! The only thing I would change is that students were very concerned
when they did not receive five Starburst. I told them I would make sure they each had five by the end of the lesson, but the
continually reminded me throughout the lesson that some still needed more. Maybe next time I would do this at the end of a math
lesson to prep for introducing different types of remainders the next day?
At first, they were excited about using the SMART board because they dont use it with Mr. Koop. I pulled students up to the board
to solve the division problems from the examples - it was not hard to volunteers because they were eager to use the board. The issue,
however, is that they are not used to this technology - it could be difficult to read the writing and the erasing/slide switching/fixing
computation errors was more of a process than it would have been on a simple white board. Part way through I considered keeping
the problems on the SMART board but moving their computation to the white board - but I ended up sticking with the SMART board
because the problems were there and I didnt want to cause more of a distraction by shifting gears again.
In addition to the talking, another struggle today was classroom management. Students were especially chatty today, but they still
were very talkative! They are still not used to having me in charge of the classroom, but I think I can do more to take charge. My
teacher and I talked about this after. He said not to be afraid to take charge and quiet them down. This is something I do need to be
more intentional about as I continue teaching the unit!

References
Worksheets and remainder types found in:
American Education Publishing (2013). Comprehensive curriculum of basic skills - Grade 4.

Greensboro, NC: Carlson Dellosa Publishing LLC.

In Google Drive worksheets can be found in folder titled Textbook Worksheets

On the website worksheet 117-118 can be found on a separate page under a link in Lesson 1 - Remainders

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