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Student Teaching Lesson Plan Template Fall 2017 Final

(Indirect Instruction / Discovery Learning)

Subject: 3rd Grade Math Central Focus: Working with division using whole numbers/Division facts
can be found by thinking of a related multiplication fact.

Essential Standards/Common Core Objective (2): Date submitted: n/a


3.OA.2 - Interpret whole-number quotients of whole Date taught: November 1, 2017
numbers, e.g., interpret 56 8 as the number of objects
in each share when 56 objects are partitioned equally
into 8 shares, or as a number of shares when 56 objects
are partitioned into equal shares of 8 objects each.

3.OA.4 - Determine the unknown whole number in a


multiplication or division equation relating three whole
numbers.

Daily Lesson Objective (1):


Students will be able to independently solve a division problem using any method they choose. Students should earn 4
out of 5 points, or 80%, to show mastery.

21st Century Skills (1): Academic Language Demand (if Handbook applicable)
Problem Solving Divide, Multiply, Solve

Prerequisite knowledge and skills Global Awareness (1): Understanding how to divide whole numbers and
needed (1): recognizing that division facts can be related to multiplication facts.
Students should already have
knowledge on how to divide. They
should also know their multiplication
facts. Students should know what
whole numbers are.

Activity Description of Activities and Setting Time


1. Engage (3) To introduce todays lesson, there will be a word 5 Minutes
problem on the board. Students will begin by solving
the problem in their workbooks, and then sharing as a
class. The word problem will be, A tour bus to a
national park holds 56 people. There are 7 tour guides
at the park to lead equal groups of people from the bus.
How many people are in each tour group? Each person
in a group pays a $2 entrance fee to a tour guide. How
much does 1 tour guide collect? Solve the problem

Draft revision shared with faculty: 2/15/2017 TPALs + emailed to faculty


anyway you choose. The teacher and class will read
the problem aloud together. While students work on
the problem, the teacher will walk around and observe
the different ways students are solving. The teacher will
then call 2 students to the SMARTboard to show and
explain their work.
2. Explore (3) The teacher will pull up the following video on the 4 Minutes
SMARTboard for students to watch:
https://www.brainpop.com/math/numbersandoperatio
ns/division/

3. Explain (3) The teacher will tell students, today you will be able to 10 Minutes
solve division problems anyway you choose, by
yourself.

The teacher will guide the students through some


example practice problems. The following problems will
be done as a whole class, and the students will lead
with the teachers guidance.

1. Calvin solves the equation 49 7 = __. How does this


help him complete the equation 7 x __ = 49?
2. 3 x __ = 21
21 3 = __
3. 24 6 = __
6 x __ = 24
4. Elaborate/Extend (3) Students will complete their independent practice 15 Minutes
problems on their own. They will have seven problems
to complete. Students should do these on their own,
but may have help from the teacher if needed. The
students will complete the following problems for their
independent practice:
1. 42 7 = __
7 x __ = 42
2. 6 x __ = 18
18 6 = __
3. 9 x __ = 72
72 9 = __
4. Multiply 8 times 5. __
5. Divide 18 by 9. __
6. Divide 27 by 3. __
7. How many cups of peanuts would Eric need to make
5 batches of trail mix? Write an equation to show your

Draft revision shared with faculty: 2/15/2017 TPALs + emailed to faculty


thinking. (Chart provided in students workbooks with
Erics trail mix recipe).
5. Evaluate (Assessment methods) (3) Students will complete an exit ticket to be graded. They 2 Minutes
will do it on an index card. The exit ticket problem will
be How many groups of 4 are in 28? This will be a
formal, or summative, assessment, students will be
graded. Students will be graded by the following scale:

Conceptual Understanding: Students can earn up to 1


point for explaining their work in a complete sentence.
Procedural Fluency: Students can earn up to 2 points
for having the correct answer. If the answer is incorrect,
but follows students method, they can earn 1 point.
Mathematical Reasoning: Students can earn up to 2
points for showing their work. If they show work that
matches their answer, yet it is the wrong answer, they
can earn 1 point.
Student(s) & Student/Small Group Student/Small Group
Modifications/Accommodations (2): Struggling Students Students who need a challenge

1. Students who are struggling will be Differentiation: Differentiation:


pulled to work with the teacher on a After looking at the exit tickets, Students needing a challenge will
re-teach worksheet. students who need more practice be responsible for showing two
will be pulled to work with the ways that they solved the problems
2. Students who finish early will work teacher on a worksheet that rather than just one. The teacher
on their math pathways on their re-teaches the topics. It will go over will look over their strategies.
chromebooks. definitions of multiplication and
division. It will also include practice
3. Students who need a challenge will problems that use both division and
elaborate their work by solving in multiplication.
multiple ways.

Materials/Technology (1): SMARTboard, Brainpop Video, Student Workbooks, Pencils, Index Cards, Powerpoint
Slides, Reteach Worksheets, Chromebooks

Reflection on lesson: This lesson went pretty well. Students were engaged and completed what was expected of them.
As far as the results, they are as follows:

0 out of 5: 2 students
1 out of 5: 0 students
2 out of 5: 0 students
3 out of 5: 0 students
4 out of 5: 3 students
Draft revision shared with faculty: 2/15/2017 TPALs + emailed to faculty
5 out of 5: 12 students

CT signature:____________________ Date: __________ US signature: ______________________ Date: ____________

Draft revision shared with faculty: 2/15/2017 TPALs + emailed to faculty

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