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Summary and focus of the lesson: The goal of this lesson is to utilize inverse operations to divide dividends that are multiples of 10, 100, and 1000, as well as to use place value and patterns to divide dividends that are multiples of the aforesaid whole values. The goal of this lesson is to implant division knowledge in students and expose them to real-life practical situations where they can apply their knowledge (Bowen & McPherson, 2016). With the understanding of the basic divisions of 10, 100, and 1000, the students will comfortably handle their factors and other whole numbers comfortably as they lie in between.

Classroom and student factors: The crucial classroom factors in this lesson will be factor tables, pie charts, math anchor charts, fourth-grade long division, factor and multiple task cards and factor tables. For the non-labeled challenged students, special attention will be given to them and also to be grouped in other able students to enhance their understanding.

The impacts of the above environment and demographic factors is to, especially for charts and tables, to provide a visual analogy of the tasks and enhance student interpretation of division of the above numbers. On the issue of non-labeled challenged students, mixing them with other students will help them grasp the concept taught with ease from their peers.

National / State Learning Standards: The problems should make sense and persevere in solving the problems

Modeling with math

Express repeated reasoning and search for reasoning with regularity and express it accordingly

Specific learning target(s) / objectives:

The student will be able to solve division problems using visual tools and ideas. Teaching notes:

The lesson falls under the operation of numbers in the course book under fractions, division and number multiples.

Agenda:

Students can connect division and multiplication as inverse of each other operations

Time allocated for one lesson is 40 minutes.

The first 10 minutes will be for teacher to have a recap of the previous lesson's notes and later introduce the topic on division multiples of 10, 100, and 1000 and their place values.

The next 25 minutes is for the teacher to teach the students on how to find the divisible factors of the number and their pace values using the teacher's notes and students course book while giving examples to gauge the students' understanding of the subject (Timber, 2016).

The last 5 minutes is for the teacher to ask questions in need of clarification and later give examples to the students on the content learnt as they leave extra work for further practice. Formative assessment:

Math subject being a science and technical subject, the teacher will directly involve the students in a moment of question and answer where the students' masterly of the subject will be evident.

Worked examples on division multiples will be done and students asked to redo them as the teacher walks about checking the progress as he/she help out the students having difficulties on the unit.

As the teacher concludes the lesson, extra work on the topic is given for further practice and revision.

Academic Language: Key vocabulary:

Division multiples- this vocabulary is used to explain to the student on the type of topic is at hand and prepares them psychologically on how to learn the topic. This will be taught using factor tables.

Place value- this vocabulary as it states the value a digit holds in a certain arithmetic. This will be taught by showing the difference between 10 and 1001, regarding the numbers on how they differ in value despite them being same.

Fare share division

Strip multiplication

Function:

The purpose of this language as required by the standard is to create an environment where a student will understand mathematics in depth while enjoying the subject (Bowen & McPherson, 2016).

The students will demonstrate their understanding by working out given tasks and examples in division multiples and place value as the teachers cross-checks their work. Form:

The teacher will provide the students with a list of prime numbers and another for composite numbers. Through that, the students will show their masterly by differentiating the composite from prime numbers by making arrays on how each number can be formed.

Instructional Materials, Equipment and Technology: Mathematical resources: 1" tile squares, counters, graphing paper, math journal for writing down notes

Technology tools: division module and ST whole number math

Grouping: For this section or lesson, the teacher will encourage individual grouping to handle each student separately and that will enhance efficiency and openness.

II. Instruction

A. Opening

Prior knowledge connection: Division multiples and place values are crucial in the life of a student as they help one to understand the monetary value of numbers depending on how they are arranged. On the other hand, they help in sharing of quantities regarding numbers.

Anticipatory set: The lesson is meaningful in a student's life and the students is able to prioritize his or her budget through division as they understand the value of money they possess in their daily activities.

B. Learning and Teaching Activities (Teaching and Guided Practice):

I Do Students Do Differentiation

Introduction

The introduction will involve asking questions on what the students know about division multiples and place values.

Body

This point, the teacher uses their course book and teacher's guide book to explain the concepts in the subject (Bowen & McPherson, 2016). At this point, the teacher expounds on the meaning of terminologies like place value, prime numbers and composite numbers.

Conclusion

The teacher ends the lesson by asking questions and giving examples and assignments to enhance practice and revision. Introduction

The students are required to respond to the teacher's questions as the topic is introduced.

Body

The students are required to write down the notes as the teacher elaborates on the board and take note of the remarks given by the teacher.

They are also required to participate in asking questions in case of areas they do not understand.

Conclusion

At the end of the lesson, the student should have good written notes on the content taught and be able to attempt the given examples by themselves or as a group. The students should delve more on additional divisional multiples and prime numbers as well as composite numbers.

The students who finish early, the teacher should change their prime number vs. composite numbers to other numbers to test their masterly of the subject.

III. ASSESSMENT

Summative Assessment: The student masterly of the subject will be measured by giving them unworked examples and allowing them to attempt them personally as the teacher moves around checking for each student. For the students with minimal difficulties, more questions should be given to enhance practice and familiarity.

Random assessment tests should be given at the end of topic to test individual understanding and revision done immediately after marking the test. Differentiation:

Extension

This involves changing the mode of work given to a more challenging task that is similar to what was taught in class.

Intervention

This entails, changing the number pattern to gauge whether the student will formulate a way of solving the same question with different digits.

Closure:

The students will share what they have learnt in the lesson by forming groups. In these groups, they will discuss their personal understanding of the topics learnt and integrate with what their colleagues have learnt.

Questions

Which numbers have the most factors of division?

10 has how many prime factors?

100 has how many more factors than 10?

Which factors appear in both 100 and 1000?

The students will confirm transfer of the lessons to the outside environment by identifying objects of sharing and division.

Homework: In concluding the lesson, the teacher gives homework which is skill-based and students have to work in groups to discuss their similarities and relate the different charts used in class to interpret data in divide multiples and inverse operations

Teacher Candidate:

Grade Level: 4th grade

Date: day 1 and 2

Unit/Subject: Division

Instructional Plan Title: fair shares and strip multiplication

I. Planning

Lesson summary and focus: The use of place value comprehending and contents of operations to undertake multi-digit mathematical problems.

Find the whole number remainders and quotients for numbers with up to four digits and single digit based on the relationship between division and multiplication.

Classroom and student factors: Individual setting and the visual ability of various charts that aid in teaching and demonstrations (Timber, 2016).

The students should have proper tools for the lesson like journals and graph papers.

National / State Learning Standards: Persevere and a sense of solving problems

Modeling with math

Ability to express and look for repeated reasoning and regularity

Specific learning target(s) / objectives:

Students be able to apply sharing and partitioning division in practical scenarios.

Teaching notes:

ST Math whole number division and multiplication module

Agenda:

The time allocated for the lesson is 40 minutes

The first 10 minutes are the opening session where the teacher introduces the topic.

The next 20 minutes are for teaching activities and discussion.

The last 10 minutes are for evaluation and questions for the students or teacher. Formative assessment:

The teacher will measure the progress by giving the students questions at the end of each sub-topic to gauge their masterly of the subject.

Academic Language: Key vocabulary:

Equation

Package

Dozen

Function:

The purpose of the used language or vocabulary is to help students on how to categorize items when it comes to division and multiples. Form:

The vocabularies can be arranged on their size either in descending or ascending order to represent in large or small quantity. The equations connect all the quantities used as a whole.

Instructional Materials, Equipment and Technology: Counters, cubes, math journals, calculators, graph paper, 12 pencils

ST math whole number division and multiplication

Grouping: The teacher will group individuals in partners.

II. Instruction

A. Opening

Prior knowledge connection: Students should have good understanding of packaging concepts like a dozen represents 12 items.

Anticipatory set: The lesson of fair share helps the student to employ fraction knowledge when dealing with large quantities in need of allocating them to different sectors.

B. Learning and Teaching Activities (Teaching and Guided Practice):

I Do Students Do Differentiation

Lesson opening

The teacher will introduce a packet dozen of pencils and ask the following questions:

How many pencils do we need for each to get 2 pencils in class?

How many packets for each to get 4 pencils?

How many packets for each to get 6 pencils?

Lesson body

the teacher should monitor:

the tools used by students

steps followed by students while working out solutions

usage of division and multiplication to answer the questions

solve the questions asked as the teacher cross-checks the answers given by the students The students should write down the questions in their journals while the teacher is teaching.

The students should try to contemplate the exact number of pencils needed in each question by writing their answers down.

The students should use the correct tools as directed by the teacher

All steps should be followed by the students as taught

Students should integrate division and multiplication when solving the problem

Students should correct their work in case of any mistake and ask questions in their areas of difficulty. Using counters

Use of sentence frames

Work in small groups or pairs

Use of invented logs

Surveying different sized classes for the desired number of pencils

III. ASSESSMENT

Summative Assessment: The student masterly of the topic will be measured by how well they answer the questions given, their argument when alterations are made and finally a random individual test. Differentiation:

Random assessment tests

Extension

Intervention

Closure:

The students will employ the lesson learnt in a real-life setting by undertaking a collective task in that they will be rewarded collectively and asked to share the rewards equally amongst themselves (Bowen & McPherson, 2016). That will help the students apply the lesson in a practical setting.

Homework: The students will receive a skill-practice-based homework by being sent to a local market to purchase 72 mango fruits to which they will distribute to 9 old men in home near the school equally. The purpose of this assignment is to enhance the skills learnt in class.

.

References

Bowen, W. G., & McPherson, M. S. (2016). An agenda for change in American higher education. . Lesson plan.

Timber, C. (2016). Lesson Plan. Lesson Plan, 6-12.

May 17, 2023

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