The IPG Interns Name: Michael Tate Subject: Math 1. TEKS: 6.

3(d) Add, subtract, multiply and divide integers fluently. Date: October 12, 2013 Grade Level: 6

2. Big Understandings: You will use division every day in your life from dividing pizza, dividing work to dividing money. It is you best interest to understand how to divide. Objective: I/we will divide integers using long division (no In the future many jobs will require the extensive use of remainders) without error. division from carpenter to engineers, doctors to bookkeepers, and lawyers to web designers, etc. What other jobs require division? 3 Assessment Evidence: Unit test (Friday, October 18, 2013) and 6 Week Benchmark Test (November 16, 2013. 4. Opening Hook. Story on why long division is important. When I was 17 years old I was working during the summer on a construction crew during the summer. There were a total of 15 teenagers working to include myself. He told us he had he would divide $480 between the 15 of us when we were done that day. Doing long division in my mind that equaled $24 per person. Luckily the boss was honest because it equaled $32 per person. He could have given me $24 and I would have been satisfied because I did the math incorrectly. What experiences have you had with division good or bad? 5. Instructional Strategies / Student Activities Input T-- Directs students to have a pencil and a piece of clean paper on their desk. Everything else is put away. T-- Directs students to write this on the upper right hand side of their paper: TEAKS: 6.3(d) Add, subtract, multiply and divide integers fluently. TDirects students to write this on the upper left side of their paper. Objective: I/we will divide integers using long division (no remainders) without error. TCFU. Walk around to confirm that everyone has written the information. T-- Before we begin, lets break apart the objective so we fully understand what we will be doing. (CFU) I want

you to raise your hand if you know the answer. T--We are going to divide integers. What is an integer? What are we not going to divide? S: Answers questions. (Uses computer, power point and proxima to project vocabulary definition) T--What is long division? What does it mean to have no remainders? S: Answer question. (Uses computer, power point and proxima to project vocabulary definition)
Modeling: T-- Tells class he will show them how to divide integers with no remainder. T-- Directs class to place their pencils on the desk and look at him T-- Writes down a long division problem with no remainder. T-- Tells the class how to change the expression of the division problem so it can be done in a long division format. T-- Models the division problem checking for understanding along the way. (Uses computer and proxima to show step by step long division.). Guided Practice T-- Tells students that we will do a problem together. T-- Tell class to write this problem down on their paper and to raise hand when they have an answer. (CFU) T-- Asks the students how to rewrite the expression so it can be done in a long division format. S-- Tells how to write division problem into a long division format. ( CFU) T-- Goes step by step through the division problem asking students to solve the problem. (CFU) S-- Answer steps within the problem. T-- Finishes problem and asks students if they understand the problem. 10/20/2013, page 1 of 2,

T: Uses Khan Academy lesson on long division to reinforce learning. T-- Hands out some practice problems. Gives students about 5 minutes to 3 of 8 questions. Tells students to raise their hand if they need assistance. CFU: Throughout the whole process, the teacher is questioning students and monitoring to check for understanding and provide feedback. Independent Practice T--On the paper handed out there are 8 division problems for which they will have five minutes to complete the first 3 problems. Determine after 5 minutes how many students are complete. Provide more time if necessary and time is available. CFU by walking around the classroom. The remaining 5 problems will be homework. 6. Materials / Resources White Board Handouts-problems for students. 7. Grouping Patterns Whole Group Individual 8. Ending, Summary / Reflection T-- Who can tell me what we worked on today? Why are we learning long division? Sstudents answer questions. T--We will continue working on long division without remainders tomorrow and then begin long division with remainders. Are there any questions? 9. Technology Use of computer, power point and proxima to project vocabulary and problems. If time remaining, the Khan Academy You Tube video on long division to reinforce learning.

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