Lesson Plan Template

MAED 3224
Subject: 5th grade mathematics Central Focus: Division

Common Core Objective: NC.5.NBT.6: Use fair and Date taught: 11/1/2018
equal shares to solve division problems.
NC.3.OA.1: Use repeated addition, bar models, or
arrays to find a total product when there are
repeated equal groups.
Daily Lesson Objective:
Performance- Students will use multiple towers to solve division problems.
Conditions- Students will work independently.
Criteria- Students are expected to earn 8 out of 10 points.
Prerequisite knowledge and skills needed: Students will need to know that repeated addition can be used to
solve multiplication problems. Students need to know how to mentally add two digit number by three digit
number.

Activity Description of Activities and Setting Time

1. Engage The teacher will ask the students in what ways are 3-5 min
addition and multiplication the same. Students may
respond with: repeated addition can be used to
solve multiplication problems if you are struggling to
multiply. Teacher will ask the students how
multiplication and division can be used together.
Students may respond with: we can check our
division problems by multiplying the divisor and
dividend.
2. Explore Students can be seated in their desks or on the 20 min
(including solutions of major tasks) carpet. The teacher will have a long piece of paper
(about 8 feet long and 2 inches wide, paper can be
pinned to the board and touching the floor). Teacher
will write 21 at the top of the paper and ask students
what is 21x2 or 21+21? Students will say 42. The
teacher will ask what is 42+21 or 21x3. The students
will help the teacher fill in the multiple tower until
there is no room left(preferably 1050). The teacher
will ask the students what relationship they see with
the numbers on the paper. For example, Students
should respond with: we can do 21 + 21 + 21 or 21x3
and it will be the same number. The teacher will put
a division problem on the board (378/21). Using the
 multiple tower, ask the students what the answer to
this equation is. Students should start at the top of
the multiple tower (21) and count how many
numbers they see until they get to 378 (18). Teacher
will put 2 more equations on the board and repeat
the same series of questions. Example equations:
462/21, 651/21.
Students will be given this worksheet they will work
on with a partner, group, or independently. Give
students 7-10 minutes to complete. At this time, the
teacher will pull the struggling students to a small
group (see elaborate for details).

3. Explain The teacher will go over the worksheet completed in 15-20 min
the explore stage. The students may want to go to
the multiple tower to show what strategy they used
to figure out the equation. The teacher will ask
students what they learned from the multiple tower
activity in the explore stage. Students may respond
 with: multiplication can be used to solve division
problems. The teacher will put an equation on the
board such as 441/21. The teacher will wait for an
answer from the students (21). The teacher will
show the students an easier way to solve this
equation. Students should know that 21x10 =210
(circle on the multiple tower). The students should
know if they double 210 it will be 420 (21x20)(circle
on multiple tower). They should recognize 420 is
close to 441 (the dividend) and the next number on
the multiple tower is 441 which means 441/21 =21.
The teacher will do 2-3 more equations that uses
this strategy. Example equations: 588/21, 714/21,
966/21.
4. Elaborate/Extend The students that are struggling will be pulled to 10 min
work in a small group with the teacher. The teacher
will work with students to create a multiple tower
using a smaller number such as 12. The teacher will
ask students similar questions to the ones listed
above and show students how the multiple tower
helps to solve division problems.
The students who need more of a challenge will be
asked to create their own multiple tower (on a piece
of notebook paper) with a higher number than 21 (in
between 25-45) and create division problems that
can be solved using their multiple tower.
5. Evaluate Students will be given this exit ticket. The teacher
(assessment methods) will tell the students they can use any method or
strategy to solve the problem. If they dont feel
comfortable using the multiple towers, they can use
any previously learned method. Question 2 in the
exit ticket is the only question that will be graded to
see if the students know how to divide. Students will
not be graded on question 1, writing a story problem.
 Grading (out of 10 points): *Only grade question 2*
Conceptual understanding (how students show
work: drawing, standard algorithm, big 7 method,
multiple towers): 4
Procedural fluency (correct answer): 3
Problem solving (using the correct operation with
the numbers in the equation): 3
Materials/Technology: long piece of paper to create multiple towers, marker, notebook
paper, writing utensil, Math Investigations Teacher Resource Book, worksheet, exit ticket.