USF Elementary Education Lesson Plan Template (S 2014) Name: Caitlin Snider

Grade Level Being Taught: Subject/Content: Math Group Date of Lesson: 2/07/17
4 Size:
Whole
Group

Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
MA.4.A.6.2
applicable standards. Rarely
do teachers use just one: Use models to represent division as:
theyd never get through
them all.)
the inverse of multiplication

as partitioning

as successive subtraction

Essential Understanding How can subtraction help me divide?

(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

Objectives- What are you

teaching?
USF Elementary Education Lesson Plan Template (S 2014) Name: Caitlin Snider
Grade Level Being Taught: Subject/Content: Math Group Date of Lesson: 2/07/17
4 Size:
Whole
Group

(Student-centered: What will

students know and be able to Use understanding of repeated subtraction as a strategy to find quotients to develop
do after this lesson? Include understanding of partial products.
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)

Rationale
Address the following I am teaching this lesson so students can better understand how to divide and to further
questions: break down division.
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?

Evaluation Plan- How will I will know my students have mastered this objective by:
you know students have
mastered your objectives? Formative: For the formative assessment students will complete their independent work
USF Elementary Education Lesson Plan Template (S 2014) Name: Caitlin Snider
Grade Level Being Taught: Subject/Content: Math Group Date of Lesson: 2/07/17
4 Size:
Whole
Group

in their go math text book as I go around and check for misconceptions.

Address the following: Summative: For the summative assessment students will have an end of unit test that
What formative evidence they will have to complete later on.
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?

What Content Knowledge

is necessary for a teacher
to teach this material?

The teacher must understand how to use repeated subtraction before being able to teach
this lesson and how it is applied to division.

What background Students need to understand subtraction and how division works in order to apply
knowledge is necessary for repeated subtraction.
a student to successfully
meet these objectives?

How will you ensure

students have this
previous knowledge?
Who are your learners?
USF Elementary Education Lesson Plan Template (S 2014) Name: Caitlin Snider
Grade Level Being Taught: Subject/Content: Math Group Date of Lesson: 2/07/17
4 Size:
Whole
Group

What do you know about

them?
What do you know about
their readiness for this
content?

What misconceptions
might students have about
this content?
Students may have the following misconceptions:
How to divide
How to multiply
How to subtract
They may get lost on where to put their subtraction
How to group numbers

Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture, I will be using guided release in this lesson. I will first work the engage problem out with
demonstration, partner word, the students by using a video to pause and model repeated subtraction. After doing one
etc.) together I will release the students to work on the following page numbers independently
in their go math book.
USF Elementary Education Lesson Plan Template (S 2014) Name: Caitlin Snider
Grade Level Being Taught: Subject/Content: Math Group Date of Lesson: 2/07/17
4 Size:
Whole
Group

Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use
(What exactly do you plan to responsibl whichever plan is appropriate for the content taught in this lesson.
do in teaching this lesson? Be e (Teacher For example, in science, you would detail the 5 Es here
thorough. Act as if you needed or (Engage/Encountering the Idea; Exploring the Idea;
a substitute to carry out the Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
lesson for you.) Evaluation).

Where applicable, be sure to

address the following:
What Higher Order Student Materials:
Thinking (H.O.T.) questions Go Math Book
will you ask? Math Notebook
How will materials be Pencil
distributed?
Who will work together in Step-By-Step:
groups and how will you 1. Have students take out math book and do the spiral review
determine the grouping? question for FSA as a class.
How will students 2. Have students turn and talk to their neighbor about the
transition between answer they got and how they got that answer.
activities? 3. Do the engage question on the board and give students 3
What will you as the mins to complete.
teacher do? 4. Have them turn and talk to their neighbor to talk about the
What will the students do? answer they got and how they got that answer.
What student data will be 5. Pull Up Video: https://www.youtube.com/watch?
collected during each v=qz5eWcYGBPo
phase? Have students take out their go math book and turn to pg 164 #8
What are other adults in 6. Pause the video at certain points to ask the studnets what
the room doing? How are they think the answer is and how they got to that answer.
they supporting students Have students turn and talk about what the next step might
learning? be.
What model of co-teaching 7. Continue video pausing it to answer students questions about
are you using? how the teacher may have came up with that answer.
8. Have the students turn to page 165 and do questions 1-3, 7,
USF Elementary Education Lesson Plan Template (S 2014) Name: Caitlin Snider
Grade Level Being Taught: Subject/Content: Math Group Date of Lesson: 2/07/17
4 Size:
Whole
Group

and 9-10.
9. Pull students for small group and reteach.
10.Walk around to help students and catch misconceptions.

What will you do if a student struggles with the content?

Pull them aside for small group work so I can reteach the lesson to them and further
break it down.

What will you do if a student masters the content quickly?

Have them come up with problems for a partner to solve using repeated subtraction.

Meeting your students If applicable, how does this lesson connect to the interests and cultural
needs as people and as backgrounds of your students?
learners
This lesson is helping to further breakdown division which is in students everyday lives.

If applicable, how does this lesson connect to/reflect the local community?

In the future students are going to have jobs where they have to know how to divide. This
skill of repeated subtraction is allowing them to learn how to divide in a different way
that will allow them to carry this skill in the future.

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
USF Elementary Education Lesson Plan Template (S 2014) Name: Caitlin Snider
Grade Level Being Taught: Subject/Content: Math Group Date of Lesson: 2/07/17
4 Size:
Whole
Group

I will have these students come up with problems in which they have to use repeated
subtraction and write a song, story, poem, or skit about the problem and how to solve it.

How will you differentiate instruction for students who need additional
language support?

I will have the video which can have subtitles for these students, manipulatives, and I will
be able to pull them into small group for further instructions.

Accommodations (If T and K need extra time and are allowed to work in small group.
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)

Materials
(What materials will you use? Video: https://www.youtube.com/watch?v=qz5eWcYGBPo
Why did you choose these White Board
materials? Include any Dry Erase Markers
resources you used. This can
Paper
also include people!)
Pencil
Computer
Projector
USF Elementary Education Lesson Plan Template (S 2014) Name: Caitlin Snider
Grade Level Being Taught: Subject/Content: Math Group Date of Lesson: 2/07/17
4 Size:
Whole
Group