Daily Lesson Plan

Name: Angie Van Woerkom

Title of Lesson: Investigating Remainders DAY 1
Total Lesson Time: 1 hour
Grade(s): 4th grade
Subject Area: Math
Learning Goals:
Students understand and can demonstrate what a remainder is and what it means.
Students are able to use a model to divide whole numbers that do not divide evenly.
Curriculum Standard(s):
4.NBT.6 Find a whole number quotients and remainders with up to four-digit dividends and one-digit
divisors, using strategies based on place value, the properties of operations, and or the relationship
between multiplication and division. Illustrate and explain the calculation by using equations, rectangular
arrays, and or area models.
Learning Objectives and How Assessed:
Learning Objective(s)
Assessment Plan
Students will use models to divide
whole numbers that do not divide
evenly.

Day 1 assessment plan is a quick

check done at the end of the
lesson. It is 2 problems that the
students will do on a sticky note
and hand in. I will use these
quick check problems to help
group students on Day 2 and to
know where students are at in
thier learning and understanding
of the concept being taught.

Materials Needed:
Teacher edition of Go Math!
Student edition of Go Math!
Promethean Board
Online student version of Go Math!
Pencil
Student math notebooks
Sticky notes (for quick check)
28 counters per student
Lesson Procedures:

Time

1. This lesson will start with the

students having their math notebooks
out. I will ask the students to turn to
their elbow buddy and discuss what
the word remainder means. I will

10
min.

GVC Daily Lesson Plan

Page 1

Differentiation
(Adaptations for
Diverse Learners, ELL,
Gifted)
One student will leave
the classroom during
this time for Special
Education services.

give them a prompt to draw a picture

of a remainder in their math
notebook. I will ask students to share
their ideas and have some students
bring up their notebook to show their
picture and explain

2
min.

2. Demonstrate how we can divide 15

3 into 3 groups of 5 (show on white
board) Have students demonstrate
with counters on their desk.

3
min.

3. Now show 17 3 on board and

emphasize that we do NOT have
another whole group (sill have 5
whole groups) but we have a
remainder of 2. Have students
demonstrate with counters on their
desk.
*Remember to leave this on the white
board for students to refer back to
throughout lesson*

15
min.

4. Teacher will put up Go Math! student

edition (using Think Central) page
141 and begin to work through pages
141 and 142 with students while
emphasizing the word remainder. The
students will work through the pages
in their book while the teacher
demonstrates on the smart board. For
page 141 students will draw three
circles in their math notebook and
will need 28 counters.
5. On page 143 work through number 1
and number 13 with students. This
will give them an example of how to
do their quick check. Students will
complete their quick check on a
sticky note. The two problems they
will do are #11 and #15 on page 143.
Write this on the board. Collect
quick checks on stool up front.

15
min.

15
min.

6. When students are finished they can

work on page 143 #1-16 any
problems that have not yet
completed.
GVC Daily Lesson Plan

The documentation
camera will allow
students to see exactly
what other students are
doing.

If students struggle
with this idea I will do
a second problem while
demonstrating with
counters.
I will use the online
student edition and put
it up on the Promethean
Board to work through
the problems. This
allows students to
follow right along in
their book and they can
see that they are right
on track.
I will read all
information and
problems aloud for
students that struggle
with reading. There are
6 reading support
students in this class.
I will write the page
number and problems
on the board for the
students to refer to.
I will pull a few
students that might b3
struggling back to the
table to work through
these problems
together. (if needed)
Potentially, Sophia,
Theresa, Jayden, Jayce
During this time I will

Page 2

7. Leave 2-4 minutes at the end of class

to do a brain break before students
go to writing class.
References:
Go Math! Teacher Edition
Go Math! Online student edition
Reflection on Student Learning:

GVC Daily Lesson Plan

Page 3

also pull Sophia back to

the table to do Rocket
Math with her as an
SST intervention.