Signature Assignment

Lesson Plan= Math: 4.NBT.6

National University
Professor Gyford

By: Michael Muniz

Content Standard

4.NBT.6: Find whole number quotients and

remainders with up to four digit dividends and
two digit divisors, using strategies based on place
value, properties of operations and the
relationships between multiplication and
division. Illustrate and explain the calculation by
using equations, rectangular arrays and area
models.
Independent Practice/Work Production

Students will be given a problem based off of the

previous lesson, “Using Partial Quotient to divide
1 digit divisors” which will lead into discussion
and what we notice about partial quotients and
how they are effective and why it works.
Learning Objective:

“Today we will learn how to use Partial

Quotients to divide by 2-digit divisors. We
will work in groups to form our own
problems and solutions by using drawings of
partial quotient.”
Activate or provide Prior Knowledge:

Students will be given a simple partial quotient problem

containing 1 digit divisors and will work with their elbow
partner to solve the problem using their white boards and
dry erase markers. Afterwards they will submit their
finding via Google classroom for all students to see.
Once students are done, a quick 5-minute discussion will
happen before our lesson of 2 digit divisors.
Importance/Relevance:

Long Division is abstract and may be difficult for

students to understand. The partial quotient method of
solving division problems is a more conceptual
approach. In this method, students ask themselves how
many groups of the divisor are in the entire dividend.
Students are able to choose whichever multiple of the
divisor they are comfortable with as long as it is less
than the dividend. Then they subtract the multiple they
chose from the dividend. The steps are repeated until
the remainder is zero.
Guided Practice:

I will direct the class as it will start out as a “Teacher

Directed Lesson” by showing multiple example of
previous students work on 1 digit divisor as it requires
the same steps for 2 digit divisors. I will use “Apple
Classroom” to display my I-pad containing other
students’ correct and incorrect work with their
permission, and discuss what we notice about the
differences in 1-digit divisors and 2-digit divisors.
Closure: (Concept, Skill, Importance)

Many open-ended questions will follow each problem and I

will be Checking for Understanding using white boards
“Boards in the air and show me!” and random popsicle
stick drawings. Also, students will have their I-pads, so
when a student would like to share their findings, I can
broadcast their I-Pad through mine. An Exit Ticket will
completely close the lesson, as students will be directed to
go to “Google Classroom” and click on EXIT TICKET to
complete 2 problems, one will be a standard division
problem using partial quotient and a word problem they will
have to solve using the partial quotient method.
Methods of Active Engagement:

Students will work with partners, and groups, using their I-pads
and White Boards. Students will also utilize colored dry erase
markers to label and draw out each partial quotient. Kahoot!
will also be played as a brain break 20 minutes into the lesson.
The Kahoot! Will be a quick 10 question “1 digit dividend by 1
digit divisor” quiz to encourage competition and excitement.
Methods of Checking for
Understanding:

-Random popsicle stick drawing

-Thumbs up thumbs down
-Class discussions
-Exit Ticket
-White Boards “in the air and show
me!”
-Kahoot! Class results.