William

Paterson University
College of Education

Teacher Candidate Name: Mary Hocking School: Hamburg Elementary School Grade: 5

Topic: Dividing by 1-didget divisors Concept: Reasonableness Essential Question: How can you check that your answer is reasonable?

Date of Lesson: 10/27/2015

Standard:
Learning objective(s): SWBAT
Assessment(s):

Check problems for reasonableness by using various methods, Classwork:
5.NBT.B.6- Find whole-number
including estimation and checking their final answer.
quotients of whole numbers
Correct Answer/
with up to four-digit dividends
Participation
Presentation
work/explanation
Divide three-digit and four-digit whole numbers by one-digit
and two-digit divisors, using
divisors.
strategies based on place value,
3
3
3
the properties of operations,
and/or the relationship between
2
2
2
multiplication and division.
1
1
1
Illustrate and explain the
calculation by using equations,

rectangular arrays, and/or area
models.
Homework: ______/12

Proficient

Satisfactory

Needs
Improvement

10-12

7-9

1-6

Planning:

Teacher Resources- Envision Math Topic 4 by Pearson Realize

Academic Vocabulary: divisor, dividend, quotient, reasonableness
Materials: Pearson Realize student textbook, Smartboard, online text
Groupings: 5 groups- 4 of 3 students; 1 of 4 students. Each group is mixed levels (high-medium-lower leveled student)
Family Engagement: N/A
Cite Sources- P-4 in homework book
Student prior knowledge needed: dividing using 2-digit dividends and 1-digit divisors, checking for reasonableness, estimating using compatible numbers
Co-Teaching Strategy: one teach-one assist

Teaching and Learning

Process:

ENGAGE- 5 mins.

EXPLORE- 5 mins.

Teacher
What questions will you ask? What will you do, say, and/or write? What tools
will you use?

Students
What will students do? What tools will students use?
Where in the classroom are the students? How will
students be grouped?
As students walk in, tell students to collect their math homework books and Students will pick up their math workbooks, take their
to take out their composition book. Once seated, bring their attentions to
composition books out, and begin to work on the
the board to solve a division problem involving a three-digit dividend and a problem on the board.
one-digit divisor.



Say: Try your best in solving this division problem, once you all think you
Students will continue working on the problem, and
have an answer, check that answer with the person sitting next to you.
then check their answer with their neighbor.


Say: Yesterday, we had reviewed on how to check reasonableness on a
Students will listen.
division problem involving remainders. Today, we will continue to check

reasonableness, but with problems that may or may not have a remainder,

and dividends that are three and four digit numbers.



Ask: Can someone walk me through the steps that I should take to solve this
Students will raise their hand to answer the questions.
problem? ---How do I know where I should put the first number in the
quotient?... Do we all agree that _______ is the answer to the question?....
how can we check our work?

Repeat with a math problem involving a 4-digit number.

Say: Today, we will be doing math a bit different than in the past. We are
Students will listen.
going to work in groups to solve a series of word problems. Your group can

use any method to answer the problems. This includes drawing a picture,

making a model, and dividing using the other methods that you were taught.
Lets take a look at the problems:



Read: Solve and show all work. Question one says: Bruce bought an extra
Students will listen.
large bag of mini dog treats. If Bruce feeds his dog 3 treats every day, how

many days will the bag last?



Ask: Are there any parts of this question that is confusing and that you would Students will raise their hands and ask questions if they
like me to go over?
are confused with the problem.


Read: Question two is how many weeks will the bag that Bruce bought last if Students will listen.
he feeds his dog 3 treats every day?

Say: Once your group solves the problems, raise your hands, and a teacher
will come and look at your groups work. Each one of you are required to
show your work on the paper that I will give you. Once the teacher checks
that you had answered both questions and that your group can explain the
method you used, one of us will give you a piece of chart paper and markers.

Say: You will then show all of your work that you solved the problems with on
the chart paper. It should look something like this (show example). If you
finish with your chart early, and other groups are still working on finishing
their problem, I recommend practicing presenting the way you had found the
answer. Once you have done that, and if you still see other groups working,
please raise your hand and we will give you a third question to work on.
Remember to write neatly when you do get the chart paper, as you will be
presenting your ideas to the class and you will need to be able to read your
work.

Say: I will now break you up into five groups, please listen for your name to
be called and for directions as to where you should go. When I say it is okay
to move, please bring a pencil with you and nothing else. Can someone raise
your hand and tell me what you are to be doing once you get with your
group?

Direct students to groups, and hand out question papers.
EXPLAIN- 20 min.

During this section, students will work together in assigned groups to

answer the questions on the worksheet. Teachers will walk around asking
questions to the groups such as:
What do you know so far?
Can you draw it?
Show me another way to solve this?
Tell me why you think that this is the answer?
Show me your proof.
How did you find that?
Pretend I know nothing. Teach me.
What strategy are you using?
Does that make sense?
Did you check your work?

Students will listen.

Students will listen.









Students will listen, then raise their hands to repeat the
directions that I had just given them.




Students will move into assigned groups.

Students will work together in groups to answer the
questions given. Students will answer questions that the
teacher is asking.

EXTEND- 20 min.

EVALUATE

Once students have finished the two problems, CT and I will check and ask
questions to check that the students can explain their method and what
they did to find the answer. If they can answer all parts to it, CT or I will
give them a piece of chart paper to rewrite their problems on. If they finish
that early, CT or I will administer a third problem to go with the questions.


Call class to order.

Say: Great job working together 5th grade. Now we will share our methods
with the class. Can (group chosen with simplest method) present to the class
to tell us what you did to solve the problem? Please come to the front with
your chart paper.

Ask: Does anyone have any questions with how this group solved their
problems? Does this may make more sense to you now that they have
explained their method to solving the problem?

Repeat picking groups and asking related questions until all groups have
presented.

Students will raise their hands to signify that they are

done and are ready to move on. Students will then draw
on the chart paper and then practice explaining their
method. Students will then raise their again if they have
any questions or if they are ready to move on to a third
question.

Students will stop what they are doing and look towards
the front of the room for further directions.
Students will listen. The group chosen will go to the
front of the room and present the way that they had
solved the problem.


Students will raise their hands to ask questions about
the groups method of solving the problem and to
volunteer if it makes sense to them or not.

Groups will go to the board and then present, followed
by student and teacher led questions about their
presentation.

Students will listen and then open up to 4-4 in their
workbooks.




Students will raise their hand to get clarification on their
homework.

Students will pack up and go to their next period classes.

Say: Great work everyone, and thank you for sharing your methods with the
class. Tonights homework will be P4-4 in your workbooks. Please open your
workbooks to this page so that we can go over this. 1-8 are division
problems, some will have remainders, and some will not. 9-12 are word
problems relating to the Paez family. (Read blurb and then questions).

Ask: Are there any questions on the homework that you would like me to go
over?

Say: It is time for next period, please pack up your items and go to your social
studies or science classes. Great work today!

Differentiated Instruction: The students will have the chance to work together in leveled groups. Each group has a high, medium, and a lower level student.
The students will be able to communicate and show each other their thought process and how they are solving the problem in small groups. After that, the
students will have the opportunity to share their solving method to the class, and some students may solve the problem a different way from other students.
This will let the students see that there are more ways than one to solve a problem, and that they should use the method that makes the most sense to them.
Working together in groups will help the students who are struggling though scaffolding from students who understand and can explain their process to
solving the problem.