Unit Plan Overview

Unit:

Division Application and Word Problems

Teacher: Mary LePage
Stage 1- Desired Results
Connections to Context:
Transfer
Students will be able to independently use their learning to

Calculate in their daily lives using division principles (money, group planning,
The schools mission is to make
shopping)
students into effective servants of

Apply division principles to their world

Christ - as our class represents the

Recognize where others use division within the world

world, may we learn to serve one

Develop reasoning skills within math that they can apply to other school subjects
another.

Consider reasoning through situations that will lead to considering reasoning in all areas
Engaging in the world around them of life
they come from a variety of homes
and backgrounds, but math still
(What kinds of long-term independent accomplishments are desired?)
applies to all of their lives
Developing reasoning skill that they
Meaning
will carry into other areas of life
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that
Students will keep considering

Multiplication and division are

Where they can use division in

(How does this fit with students
experiences, the school goals, and the
closely related
everyday life ?
larger societal issues?)

We regularly use division in the

What does it really mean to divide?

real world
(What is concept - rather than just what is
procedure?)

There are a variety of types of

Established Goals
remainders

How do places around me use

Everything
in
life
can
be
related
to
division?
CC.4NBT.6 - Find whole-number
mathematics (math curse)

What do I do with this remainder?

quotients and remainders with up to

There
are
many
things
in
everyday

Why did I choose this process?

four-digit dividends and one-digit
life
we
can
shape
to
be
math
problems

How did I come to this conclusion?

divisors, using strategies based on
(What
specifically
do
you
want
students
to

Where else can I apply this process?

place value, the properties of
understand?
operations, and/or the relationship
What inferences should they make?)
(What thought-provoking questions will foster inquiry,
between multiplication and division.
meaning- making and transfer?)
Illustrate and explain the calculation
by using equations, rectangular
arrays, and/or area models.
Acquisition of Knowledge, Skill and Values/Commitments/Dispositions
CC.4.OA.3 -Solve multistep word
Cognitive Objectives
Physical Development
Socio-emotional Objectives
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum

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.
CCSS.ELA-LITERACY.W.4.8 - Recall
relevant information from
experiences or gather relevant
information from print and digital
sources; take notes and categorize
information, and provide a list of
sources.
CCSS.ELA.L.W.4.2.D. - Use precise
language and domain-specific
vocabulary to inform about or
explain the topic.
CCSS.ELA.L.W.4.2.D - Develop the
topic with facts, definitions, concrete
details, quotations, or other
information and examples related to
the topic.
CC.4.ELA.7 - Make connections between the
text of a story or drama and a visual or oral
presentation of the text, identifying where
each version reflects specific descriptions and
directions in the text.
(What content standards and programor mission-related goal(s) will the unit
address?
What habits of mind and crossdisciplinary goal(s)- for example 21st
century skills, core competencies- will
this unit address?

Recall basic
division facts

Recall long division

procedure

Understand the
process and reasoning for
long division

Identify situations
in which division is needed

Calculate problems
with and without remainders
throughout the lesson

Examine division
problem and use problem
solving skills to solve word
problems

Apply knowledge
of division in real world and
use that knowledge to create
their own division problem

Assess their own

work using a rubric

Modify own work

according to peer suggestions

Identify different
types of remainders within
word problems

Reason with
partner to create applicable
word problem

Recall different
types of remainders using a
unique remainder name

Identify a type of
remainder within a division
word problem

Compute situation
based math problems

Compile a list of
ideas with a partner about

Objectives

Develop models
to represent both
measurement and partitive
division in word problems

Create and use

Remainder Reminder visual
aid to remember the types of
remainders

Operate
computers to work with math
games

(What discrete skills and processes

should students be able to use?)

Understand that
division is applicable topic

Relate division to
their personal life to create
their own word problem

Assess work of
partner

Generate
constructive feedback for
partner

Listening and
appreciating where others
saw math in life

Reasoning with
word problems

Develop
reasoning skills within
mathematics that can be
carried into other content
areas
From other content areas into
greater life contexts
Generate constructive feedback
for a partner
Relate division to students who
need education in other
countries
Use technology responsible
Monitor their progress through
games and their explanations
given within games
Choose a level within the game
that they are capable of
completing well but is also
challenging

(What values and commitments and

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum

Include source and identifying number)

ways math can be applied to

life

attitudes should students acquire or

wrestle with?)

(What facts and basic concepts

should students know and be
able to recall?)

Stage 2- Evidence
Students will show their learning by (summative assessment)
PERFORMANCE TASK(S):
If points must be given, ALWAYS Students will complete preassment test
Students will create their own word problems using division concepts
give more points for correct
procedure than for correct answer (in Students will design visuals to represent the word problems and remainders
Students will use rubric to evaluate their own work with a rubric
final word problem)
Students will work with partner to create word problems
Give partial points even if answer is
Students will engage in discussion relating to division in real life
incorrect but procedure is correct (in
Students will complete problems on the board during class and expalin their reasoning process
final word problem)
Students will recall basic division and multiplication facts in order to work through long division
Checking students work as they
problems
complete activities

Students will complete worksheets from book and other worksheets in lesson 3
Using rubric to evaluate word
When asked about their answers, students will describe their reasoning
problem
Discuss problems of difficulty and questions
Students will share their computations with class when they volunteer or are asked to share their
(What criteria will be used in each
reasoning
assessment to evaluate attainment of
Students will use games on the computer to work through division problems based on their level
the desired results?)(rubric required)
Students who are interested in more of a challenge could work on two digit divisors and word problems
with larger divisors
Students who may need to work at lower levels can go back to review basic division facts or long
division outside of work problems
Students will evaluate their work based on feedback from the game
Represent their level of understanding by working to the highest level of game possible for them and
recording results for instructor
Evaluative Criteria

(How will students demonstrate their understanding- meaning-making and transfer- through complex
performance?)

(Regardless of the format of the

assessment, what qualities are most
important?)
Recall asic division facts
Relation of division to students world
Development of reasoning skills

OTHER EVIDENCE:

Mr. Koop uses a lot of math practice worksheets. These worksheets can be checked for
process understanding - not necessarily correctness, but to see if students are using logical
processes to solve problems.

Test given at end of division unit (not my unit) by Mr. Koop

Class discussion and their ability to fluidly move on to other topics

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum

Questions that students ask within class as they work through assignments

(What other evidence will you collect to determine whether Stage 1 goals were achieved?

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum

Stage 3- Learning Plan

Pre-assessment- due ________
Division pre-assessment worksheet that involves simple vision, double digit/one digit, two digit by two digit (not doubles), and long division
Also contains questions of division application and relation to multiplication
(See unit plan folder in google drive or link on division site)
(What pre-assessments will you use to check students prior knowledge, skill levels, and potential misconceptions?)
(Toward which goal does
Learning Events
each learning event build?)Lesson 1
Acquisition
Meaning
Transfer

Discussion of different types of remainders (Acquisition and Meaning)

Example problems for each type of remainder
Remainder Nicknames
Starburst Remainder Activity (Transfer)
Create Remainder Reminder (Meaning)
Worksheets 117-118 relating to remainders (Acquisition)
Lesson 2
Remainder review (Acquisition)
Workseets 119-120 relating to multiple step problems (Acquisition)
Worksheets of choice (Frederik Meijer Gardens, Football, John Ball Zoo)
(Transfter)
Working through solutions as a class
Guatemala problem - supported school and student tuition (Transfer)
Math Curse book (Transfer)
Partner collaboration on division in real life (Meaning)
Creating a chart of these types of situations
Lesson 3
Review of previous worksheets and discussion of multistep problems
(Acquisition)
IXL website word problems and computation problems on the computer
(Acquisition)
Grand Slam Math word problems on the computer(Acquisition)
Lesson 4 and 5
Creating problems that relate to two partners and a group of students
(Transfer)
Creation of own personal problem (Transfer)
Sharing of created problems with partner (Transfer)
Sharing of created problems with the class (Transfer)

Progress Monitoring
(How will you monitor
students progress toward
acquisition, meaning, and transfer
during lesson events?) (Formative
Assessment)

Using groups to check work, does

your answer match your groups?
Spending time with different
students during the lesson when
they have questions, or when I see
they have completed something
and stopping to ask about their
understanding of a topic
Discussing worksheets and
discussion of math in real life
Check level after they have worked
on the web games

(How will students monitor their own

progress toward acquisition, meaning,
and transfer?)(Assessment as learning)
(rubric?)
Use rubric to self assess and determine
things such as effective strategies,

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum

Worksheets 121-122 relating to division application to amusement parks

(Acquisition)
Evaluating problem of peer and providing constructive feedback (Meaning)
Using students to explain problems to one another within all lessons

neatness, correct computation, use of

visuals
Receiving their level on the IXL website
at the end of class to see what
challenge problems they were working
on

(What are potential

rough spots and student
misunderstandings?)

Long division
Differences in division types
Understanding and applying
remainder types
Shifting into word problems
Recognizing the important
information within word problems

(Have you included multiple means of representation, multiple means of action and
expression, and multiple means of engagement?)
(Are all three types of goals (acquisition, meaning, and transfer) addressed in the
learning plan?)
(Does the learning plan reflect principles of learning and best practices?)
(Is there tight alignment with Stages 1 and 2?)

(How will students get

the feedback they need?)

Going over worksheets and activities

as a class
Talking with a partner about word
problems
Using IXL and Grand Slam Division to
monitor their progress
Receiving feedback on their rubric
In class questions

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum