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Explain to the students that they have used division to solve problems before. Today
Engage
we will be learning to check the reasonableness of the answers to a division problem
(Day 1)
involving a remainder.
Briefly review the four steps in problem solving that are listed on slide #2 in the
PowerPoint (understand, plan, solve, and look back). Focus on how student need to Students will be activating prior
look back at their solution to determine whether their answer is reasonable. knowledge and brainstorming ideas
concerning the reasonableness of a
Remind the students of the previous lesson concerning estimating a quotient using problem.
compatible numbers (displayed on slide #3). Once we found our compatible numbers,
then we could find our solution. Although
Ask:
Is 7 is a reasonable solution that problem? Why or Why not? (No, we need to
annex 1 zero resulting in 70) Analyzing
What does it mean for the answer to a problem to be reasonable? Understand
Explain to the students that they will be working in small groups to solve the Students will be working in small
following problems. Make sure the students are showing and checking their work. groups to find the solution to the
Students may use blocks to create a concrete representation of the problem. Problems problems.
Explore are displayed on slide #4.
(Day 1)
Problem #1: How many 6oz glasses can you fill with 32oz of orange juice? Students may create a concrete
representation of the problem by using
Problem #2: How many bags are needed for 32 apples if each bag holds 6 apples? blocks.
Once the students have found a solution to the problems, ask the following
questions
Ask: Students will test whether their
How are these two problems the same? (You can divide 32 by 6 to solve both solutions are reasonable answers to the
problems) Analyzing problems.
What is the quotient of 32/6? (5 R2) Remembering
How do you know this is a reasonable answer? (5x6 = 30 & 30 + 2 = 32)
Evaluating Students may create a more concrete
Explain
How could you determine that the answers are reasonable? (Use multiplication, representation of the problem by using
(Day 1)
use context of the question) Evaluating blocks.
Demonstrate how to use the blocks to visualize the concept and determine why or
why not their solutions are reasonable (displayed in slides 5-7) Students will actively participate in the
class discussion and make connections
Ask: between the two math problems.
Is 5 R2 a reasonable answer for either of these problems? Why or why not? (No,
5 glasses or bags with 2oz or apples left over doesnt fully answer the question)
Analyzing
What is a reasonable answer for how many glasses can you fill with 32oz of
orange juice? Why? (5 glasses; the remainder means that 2/5 of a glass has
orange juice and this is not enough to fill another glass) Analyzing
What is a reasonable answer for how many bags are needed for 32 apples? Why?
(6 bags; the remainder 2 means that 2 apples are left over. 2 apples will not fit in
the bag, but a bag is needed to hold them.) Analyzing
Explain that we need to interpret what the remainder means in a division problem.
Think about what the question is asking.
Have the students work in small groups to solve the following problems. The
problems are displayed on slide #8. Emphasize that the students will be explaining
why their solution is reasonable.
Problems: How many tables are needed for 23 students if each table holds 4? How
many teams of 4 can be made from 23 students? (6 Tables; 5 teams)
Students will work in small groups to
Once the students have found their solutions find reasonable solutions to the
Ask: problems.
Expand
How do you know this is a reasonable answer? (4x5= 20 & 20 + 3 = 23)
(Day 1)
Evaluating
How could you determine that your answers are reasonable? (Use multiplication. Students will be discussing their
Use the context of the problem, ask yourself what are they asking for?) results with the class and explaining
Evaluating why their solution is reasonable.
Have the whole class agree or disagree with the reasonableness of the students
solutions (thumbs up/thumbs down)
The teacher will be considering student responses and observations throughout the
lesson when determining whether the students understand the concept.
Students will submit their group work.
Evaluate The teacher will be reviewing the students group work to evaluate student
(Day 1) understanding. Students will be completing a quick
check quiz at the end of the period.
The teacher will be administering a quick check quiz at the end of the period to
determine understanding.
Engage Explain to the students that based on the results of their quick check quiz they
(Day 2) completed the day before, they will be completing math centers. The teacher will
assign the students to their centers based on the following results:
There are four different math centers. These centers provide a variety of academic
levels based on the level of understanding of the student.
The teacher will be considering student responses and observations throughout the
period when determining whether the students understand the concept.
The teacher will be reviewing the students math center work to evaluate student
understanding and determine whether the student requires additional instruction. Students will hand in their independent
Evaluate
work and their written small group
(Day 2)
The teacher will be collecting the students group response to evaluate student paper by the end of the period.
understanding. This will be graded using the Collaborative Math Problem-Solving
Rubric.
Differentiated Instruction:
Each table will be given the four steps in problem solving to refer to during the lesson.
Students will be working in small groups.
Students will be given math cubes to create a more visual representation of the problem.
Problems will solved using written and auditory demonstrations.
Students will be completing different math centers based on level of understanding.
Students are assigned table seating based on various levels of academic achievement (non-homogeneous).
Note: Student H, C, and F only need to complete problems 1-3 on the quick check quiz.
Tired Objectives:
SWBAT.1.High: Determine whether a solution is reasonable by using various methods and then prove their analysis.
SWBAT.2.High: interpret a remainder when solving a division problem and predict how an incorrect interpretation would affect the solution.
SWBAT.2.Low: identify whether they need to use the remainder when solving a division problem.
SWBAT.3.High: Write why their solution is reasonable using visual representation and equations.
SWBAT.3.Low: Dictate why their solution is reasonable using visual representations or written equations.
Partially Achieved:
SWBAT.3: Write why their solution is reasonable using visual representations and/or equations.
Evidence:
Note: results based on two students receiving additional support during the exam.
Total students = 19
Note: the students overall performance was based on their average score in all categories.
Explanation: At first it seemed that a lot of students were struggling and did not understand the concept. Even though long division was introduced
in fourth grade, many of my students did not remember how to do long division. Therefore, I decided to give my students manipulatives to help
then solve the problems. One modification I had to make during my lesson was allowing my students to use the blocks throughout the lesson
instead of removing them after the lecture. Originally I thought keeping the blocks would create an unnecessary distraction, but I found that the
students relied heavily on the manipulatives in order to solve the problems. This also resulted in an increase in student participation. Additionally, I
found that many students struggled with explaining why their solution was reasonable. This concept is difficult skill that is somewhat new to them.
Based on the slight improvement between day 1 and day 2, I find that with more practice my students will be able to improve this skill.
Limited to no collaboration
Some collaboration Good evidence of Excellent evidence of
evident. Answer is either
evident. At least two collaboration. All collaboration. All
Collaboration completely new, or is just
members answers are members answers are members answers are
one members answer
stated. stated. stated and expanded on.
copied.
Attempted to use an
Procedure/ Used an efficient and
Did not use an effective effective strategy to solve Used an effective strategy
effective strategy to solve
Strategy strategy to solve problem. the problem, but did not to solve the problem.
the problem.
use it consistently.
More than 75% of the Most (75-84%) of the steps Almost all (85-89%) of the 90-100% of the steps and
Accuracy steps and solution have and solution have no steps and solution have no solution have no
mathematical errors. mathematical errors. mathematical errors. mathematical errors.
Total: ______
Note: based on students expected student objectives, total number of points earned is divided based on the following:
Low: ___/10 (expected approaching) Middle: ___/15 (expected proficient) High: ____/20 (expected exceeding)
Quick Check Quiz
Name: _______________________ Date: ___________
Directions: answer the following questions and make sure you SHOW YOUR WORK.
1. Samantha has 45 books. She can pack 7 in each box. How many boxes can she completely fill? How many books will be
left?
A. 6 boxes; 3 books
B. 6 boxes; 2 books
C. 7 boxes; 0 books
D. 7 boxes; 3 books
2. Dana invited 35 people to a party. Bottled soda comes in packages of 6 bottles. How many packages must Dana buy to
have enough soda for each guest to have 1 bottle?
A. 4
B. 5
C. 6
D. 7
3. There are 48 students going on a field trip. Each van holds 10 students. If every van but the last one is full, how many
students will be in the last van?
A. 7
B. 8
C. 9
D. 10
4. Writing to Explain. For a cookout, Amelia is serving hamburgers. She has invited 35 people. Hamburger buns come in
packages of 8. Hamburgers come in packages of 4. If each person will eat 1 hamburger with a bum, how many packages of
hamburgers does she need? How many packages of buns does she need?
Specific Elements to Include in your Lesson
In what Part of the Lesson is
Element Description of how you included this element
this done?
Tiered Learning Listed under differentiated I included two additional variations of each student objective. One for students who
Objective instruction. exceed the standards and one requiring less cognitive demand.
The primary concept in this unit is problem solving. This lesson encourages students
This concept is integrated
Cross Disciplinary to think critically when determining what the solution is and why that solution is
throughout the unit in various
Skills reasonable. It also focuses on students using critical thinking to interpret what their
degrees.
remainder means and if they need to use it to find the correct solution.
(c) Select an appropriate solution method to solve the problem. Students were required
to use various strategies to solve multiple mathematical problems throughout the unit.
Summative:
Students will be completing a Quick check quiz (SWBAT.1 & SWBAT.2,
during day one evaluate).
Students will be completing a collaborative math problem-solving activity
(SWBAT.1, SWBAT.2, & SWBAT.3. During day two evaluate).
Day 1: Implemented during the I used teacher observations, student responses, and student work during practice
engage, explore, explain, and problems to determine how well the students comprehended the material. This gave
Formative extend portion of the lesson. the students a variety of opportunities to show their understanding. For example, a shy
Assessment
Day 2: implemented during the student did not need to share their ideas in front of the whole class then could show
extend portion of the lesson. their work for the problems.
This concept is distributed in This unit provided multiple means of representation by giving the students the
Universal Design for
various degrees throughout the opportunity to see the problem visually through graphs, physically through the
Learning
unit. provided manipulatives, as well as an auditory representation.
This unit provided multiple means of action and expression by giving the students the
opportunity to choose whether they wanted to express their ideas through
manipulatives or through written equations.
This unit provided multiple means of engagement by giving the students opportunities
to work in small groups as well as individually. It also incorporated a choice board,
which gives the students many different activities to complete based on their interests
and learning preference.
This technology is used in I use a whole room amplification system in my classroom. This system is for one
Assistive Technology various degrees throughout the particular student who has moderate hearing loss. Although, it is beneficial for all my
unit. students and is utilized daily.