Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Ms. Williams
November 19, 2014

Subject/ Topic/ Theme

Math: Division Basic Fact

Grade ____3rd _____

I. Objectives
How does this lesson connect to the unit plan?
Focusing on the basic division facts.
cognitiveR U Ap An E C*

Learners will be able to:

physical
development

socioemotional

Ap
An

Compute basic division facts.

Relate division and multiplication problems

Common Core standards (or GLCEs if not available in Common Core) addressed:
3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 5 = 40, one
knows 40 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite knowledge
and skills.

Knowledge of basic multiplication facts and any prior division knowledge.

Pre-assessment (for learning):

Test given at previous date.

Formative (for learning):

Outline assessment activities

(applicable to this lesson)

Guiding answers to PowerPoint.

Formative (as learning):

Fist 4.
Summative (of learning):

Test
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of

Action and Expression
Provide options for physical
action- increase options for
interaction

Reading the slides from the

PowerPoint.

What barriers might this lesson

present?
What will it take
neurodevelopmentally,
experientially, emotionally, etc.,
for your students to do this
lesson?

Having students sit at the front

during PowerPoint
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language

Clarifying the division

symbol and defining division.
Provide options for
comprehension- activate, apply
& highlight

Using multiplication facts to

help answer division facts.

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Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance,
value, authenticity, minimize
threats

Provide options for expression

and communication- increase
medium of expression

Using my voice and the smart

board.
Provide options for executive
functions- coordinate short &
long term goals, monitor
progress, and modify strategies

I can statement.

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration,
mastery-oriented feedback

I can statement.
Provide options for selfregulation- expectations,
personal skills and strategies,
self-assessment & reflection

Fist 4.

Materials-what materials
(books, handouts, etc) do you
need for this lesson and are they
ready to use?

PowerPoint on smart board.

Math Journals.

Desks in usual groups.

How will your classroom be set
up for this lesson?
III. The Plan
Time

Components

7 min.

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Students, come gather in the front please.
Saying what they know about division from
PowerPoint:
second grade.
What did you learn about division in 2nd
grade?
Division is the separating of an amount into
equal groups.

Motivation
(opening/
introduction/
engagement)

Some examples are when you have cookies

and want to share them with your friends or
family. If you have 20 cookies and you want
to divide them between you and your 4
friends, you can do 20 5 = 4 cookies for
each of you. Also when you do
measurements. a foot, of an inch, etc.
Can you think of any other examples?

PowerPoint:
20 min.

Development
(the largest
component or
main body of
the lesson)

Well, lets see what you know!

PowerPoint:
Lets try some basic division facts.
Divide by 0.
10=
20=
30=
40=
Do you see the pattern in these problems?
So using the pattern, try to solve the
challenge problem.
Challenge Problem:
200 0 =
Divide by 1.
11=
21=
31=
41=
Do you see the pattern in these problems?
So using the pattern, try to solve the
challenge problem.
Challenge Problem:
20001=

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Listening and answering the problems.

Divide by 2.
22=
42=
82=
102=
Do you see the pattern in these problems?
So keeping this pattern in mind, try to solve
the challenge problem.
Challenge Problem:
2002=
Divide by 3.
33
63
93
123
Challenge Problem:
273
Divide by 4.
44
84
124
164
Challenge Problem:
324
Divide by 5.
55
105
155
205
Do you see the pattern in these problems?
So keeping this pattern in mind, try to solve
the challenge problem.
Challenge Problem:
455
Divide by 6.
66
126
186
246
Challenge Problem:
606
Divide by 7.
77
147
217
287
Challenge Problem:
77
Divide by 8.
88
168
248
328
Challenge Problem:
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728
Divide by 9.
99
189
279
369
Challenge Problem:
639
Divide by 10.
1010
2010
3010
4010
Do you see the pattern in these problems?
So using the pattern, try to solve the
challenge problem.
Challenge Problem:
15010
In case you didnt know. Division problems
arent always written out at 10 5 = 2, they
are sometimes written like this: 510 = 2
The sign means divide the number inside it
by the number to the left of it.
I can statement:
I can divide two digit numbers using my
knowledge of multiplication and division fact
families.
Lets do a fist 4. Everyone stand up and face
me. Put a 4 on your fingers if you think you
understand it so well you can teach someone
else. 3: you know it well. 2: you know it, but
might need some help. 1: you do not
understand at all.
25 min.

Closure
(conclusion,
culmination,
wrap-up)

Now, I am going to give you all time to catch

up on your math journal pages that you have
all been doing for homework. So please finish
pages 79-91.

Fist 4.

Working on Math Journal pages.

If we have time, we will play some math

games.
Referring to the multiplication card game.
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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