5E Lesson Plan Template

Your name Rachel Forsyth

Cooperating
teacher
name (if
needed)

Date(s) December 1st, 20201

taught

Subject Math
Grade level 3rd grade

Materials iPad
whiteboard
dry erase marker
division flash cards

Standards 3.OA.2 Interpret whole number quotients of whole numbers as the number of
(State and objects in each group.
ISTE
3.OA.3 Use multiplication and division within 100 to solve word problems.
Standards for
Students) 3.OA.7 Fluently multiply and divide within 1000.
Text of ISTE Standards for Students that your lesson will address:
ISTE 6a: Students choose the appropriate platforms and tools for meeting the
desired objectives of their creation or communication.
ISTE 7c: Students contribute constructively to project teams, assuming various
roles and responsibilities to work effectively toward a common goal.
ISTE 2b: Students engage in positive, safe, legal and ethical behavior when
using technology, including social interactions online or when using networked
devices

Objectives Students will determine that division is dividing objects into equal groups.
Students will practice solving basic division.
Students will create their own division word problem story.

Differentiatio This lesson allows for group work, partner work, and individual work.
n Strategies
During the explanation part of the lesson, I will go over the new
concepts, then gradually have students do more with me, then on their

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 own. Students will have opportunities to write, draw pictures, create,
and show their understanding in various ways. During the elaboration
part, students that need assistance with their individual assignment will
have a peer tutor that can help with typing, spelling, or using the
technology. I will also assist students who need help coming up with a
story problem.

The 5 Es

E Description

Engagem To begin, students will get into 2 groups and play a game of Knockout. Knockout is
ent a game played on the ViewSonic or interactive whiteboard where two people go
against each other and try to say the answer to the division fact the quickest. After
the game I will explain that we are going to be creating a technology product on
Scratch Jr. in which they will be creating their own division word story problem. I
will show them Scratch Jr. is and we will watch a couple of tutorials on the cool stuff
they can code on there.

Engagem https://forms.gle/omsRs9o392NqGEVP6
ent
Students will take a quick division assessment in Google Forms.
Assessm
ent

Exploratio Equal Groups Google Slides Activity

n
Students will receive a link to the Equal Groups Google Slides activity. There are
four slides in which students will have to divide by figuring out how many objects go
in each group. Each slide has a different word problem and pictures. Students will
drag and drop the different items on each side into the group then type their
answer at the bottom
After they have time to complete the Slides activity, we will all get on Whiteboard.fi.
With this program, I can create a problem (like in the picture) and push it out to the
students. They will see the problem pop up on their whiteboard. As they work the
problem, I will be able to see exactly what they are doing and clear up any
misconceptions. We will do several of these together as a group.
https://whiteboard.fi/u445v

Exploratio https://boom.cards/fastplay/uevmk
n
Students will do one round of these Boom Cards.
Assessm
ent

Explanati We will review vocabulary words: dividend, divisor, and quotient. Then we will go

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 E Description

on over a sample story problem together and color code what each number in the
equation stands for. I will assign each student an activity on Seesaw for them to
pull up on their iPad. The activity will simply have 12÷3=4 at the top of a blank
sheet. https://app.seesaw.me/a/a2ee980d-334e-458b-adeb-0417f6c46a17
We will brainstorm together all the different division story problems we could write
using these numbers. I will ask students to think back on some of the math word
problems they have seen in the past and what types of objects were used (ex.
Flowers and pots, baseballs and buckets, kids in canoes, etc.). Students will have
time to brainstorm with their tablemates about different scenarios they could write
about. I will write ideas down on a chart. Then students will be able to draw out
their ideas and start organizing how they want their ideas to be represented on
Scratch Jr.

Explanati https://share.nearpod.com/0dDDKtHQ5gb
on
At the end of this Nearpod, students will practice division on the Time to Climb
Assessm
page.
ent

Elaborati Students will choose a division equation, using a dividend of 20 or less. Once
on students decide on an equation, they will come up with a story problem. Students
will get on Scratch Jr. on their iPads to create their story. Students may use any
pictures and backgrounds they would like to create their story. Their product must
show a correct representation of equal groups. Their product must show the
division equation written out. Student must code at least 1 of the characters so that
it does some type of movement. Student must read aloud and record their division
story problem.
This is a screenshot of their product, but I will post a link to a video of their product
on the Weebly.

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E Description

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 E Description

Evaluatio
n

http://www.quickrubric.com/r#/qr/rachelforsyth/division-story-problem---scratch-jr-

References
Bybee, R.W. et al. (1989). Science and technology education for the elementary years:
Frameworks for curriculum and instruction. Washington, D.C.: The National
Center for Improving Instruction.

Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices.

Oxford: Heinemann.

National Research Council. (1999). Inquiry and the national science education
standards: A guide for teaching and learning. Washington, D.C.: National
Academy Press.

Polman, J.L. (2000). Designing project-based silence: Connecting learners through

guided inquiry. New York: Teachers College Press.

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