NEVADA STATE COLLEGE

TEACHER PREPARATION PROGRAM

LESSON PLAN FORMAT
Description of Classroom: This lesson is meant for a third grade class of 25 students ranging in
age from 8-9 years. For mathematics specifically, there are 8 accelerated students, 8 on level students,
and 9 below level. For the nine students below level, one is ELL, one leaves due to IEP guidelines,
two are in the process of qualifying for an IEP and require intervention, and five require small group
instruction.

Background: Students receive whole group instruction with the assistance of the enVisions math
series. Students typically receive whole group instruction with problem of the day, daily spiral
review, and to review the video in each topic. Students will then move on to independent and group
work, while students who require more individualized instruction are pulled to the back of the room.
Students have been learning multiplication, all succeeding within the 0-5; 9-11 factors. This lesson
introduces students to division, Topic 7-1 in the third grade enVision series.

Content Objective(s):

SWBAT use models to solve division problems involving sharing and record solutions using
division number sentences.

Language Objective(s):

SW write and solve division number sentences

SW read division word problems and division number sentences
SW work collaboratively using verbal communication (speaking and listening)

Nevada Power Standards (with standard numbers referenced):

1.3.8c Use mathematical vocabulary and symbols to describe multiplication and division
N.B.3. Identify and translate key words and phrases that imply mathematical operations.

Key Vocabulary: Division, Quotient, Divisor, Equal Groups

Best Practices: (put an X next to those that you address in your lesson)
X
X
X
X

Preparation
Adaptation of content
Links to background
Links to past learning
Strategies incorporated

X
X
X
X

Integration of Processes
Listening
Speaking
Reading
Writing

X
X
X
X
X
X
X
X
X

Scaffolding
Modeling
Guided practice
Independent practice
Verbal scaffolds
Procedural scaffolds
Application
Hands-on
Authentic (Meaningful)
Linked to objectives
Promotes engagement

X
X
X
X
X

Grouping Options
Whole Class
Small groups
Partners
Independent
Assessment
Individual
Group
Written
Oral

Teaching Strategies:

Modeling
Scaffolding
Direct Instruction
Guided Practice
Hands-On Application

Warm Up Activity:
Students each attempt the Problem of the Day individually, and then the problem is reviewed as a
class. The teacher will include modeling and a diagram (visual representations) when solving the
problem. Students are encouraged to include a picture to solve the problem as well. Next, students
will solve the daily spiral problems, usually 8-10 questions. These problems review rounding,
subtraction, multi-step problems, and other math topics that the students have recently learned. The
teacher walks the room and assists individually as needed. These problems, again, are reviewed by
the teacher including modeling and images to solve the problems.

Lesson Sequence:
Engage: Students begin with the Problem of the Day and Daily Spiral Review. These activities
review what was learned in the days leading up to this lesson. Students are also asked to read the
objective as a class. The teacher will ask students what they have learned about division so far, and
what questions they currently have. Next, students will watch the video on Pearsonsseries.net
matching the current topic: 7-1. Students usually come to the front of the room and sit in front of the
promethean board. The teacher will pause the video often to discuss key vocabulary, and clarify
meaning as needed.
Explore: Students are given counters and asked in which ways we can use counters to solve division.
First, students are given a multiplication problem and asked to solve using the counters: 4x6. Then
Students are asked what 24/4 is: How can we use the counters to find the answer? How does this
problem relate to the multiplication problem that we just solved? Students are then given other
problems, which are written on the board, as the teacher walks the room and helps students
individually. Counters are collected when finished.
Explain: Students are shown the relationship between multiplication and division (which they have
begun to recognize while using the counters). Teacher will solve several problems while thinking
aloud to show in which ways we can solve using division-discuss fact families. The vocabulary is
reviewed again: divisor, quotient, separate into equal groups, etc. Students write on their desks using
dry-erase markers to include pictures as they solve the problems.
Elaborate: Those students who can work independently move on to solve the problems on the next
few pages of the packet provided through enVisions. Most of the class works independently at this
point, while other students are pulled to the back with the teacher. Adrian and Bermonie (who are
being tested for IEPs) are pulled first and given a different assignment. These students are reading
around a first grade level, so we review a word problem and then give them individual work that is
challenging but possible to complete individually-in this lesson it reviews multiplication and includes
some division. Next, the teacher will pull the other 6 students to work with one-on-one with the
packet. Students still complete the packet independently after we do a few more examples with a
more focused approach, but I assess to see how well they can perform the tasks individually. Students
vary here as well, while some students who typically need individualized instruction actually excel on
their own, some others who typically excel on their own may require further instruction. The students
who are pulled to the back are those that struggled during the whole group instruction (through
observational assessment).
Evaluate: Assess individual packets and notes taken during intervention time, as well as any notes
taken during whole group instruction. Students show the teacher their packets before turning it into

the basket, and as long as they completed the packet with 100% accuracy, they were able to work on
the computer on Xtra Math.

Accommodations:

Individual work created for two students in the process of being tested for an IEP (performing
at a first-second grade level in math and reading according to Star test, Aims Web, and
assessment from the teacher).
Differentiated instruction: visual, auditory, and hands-on; whole group, small group, and
individual.
Modeling and Scaffolding provided during the lesson
Manipulatives, images, and real world situations included

Supplementary Materials:

Pearson series (teacher and student text-third grade edition; pearsonsuccess.net)

Pearson packet for each student
Counters
Promethean board
Dry-erase markers

Review/Assessment:

Formal: Packet from each student-three pages front and back; notes taken during intervention
groups
Informal: Observational assessment during whole and small group instruction

Reflection: