Chelsea Harden_ Math CIEP KA 3 Lesson Plan Elementary Education

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Elementary Education (K-6) Lesson Planning Unit General Directions: Elementary Education (K-6) Lesson Planning Unit Throughout the methods courses, teacher candidates will develop a lesson planning unit. Candidates will create one lesson plan per content area (reading, math, science, health/physical education, social studies, and integrated arts) in a variety of grade levels (K-6). Each content area meets CIEP curriculum indicators (refer to attached individual rubrics for each content area). EE CIEP Standards (Reading): 2.1, 2.1.1, 2.1.2, 2.8.0, 3.1, 3.2, 3.3, 3.4, 3.5, 4 EE CIEP Standards (Math): 2.2.2, 2.3, 2.3.1, 2.3.2, 2.3.3, 2.8.0, 3.1, 3.2, 3.3, 3.4, 3.5, 4 EE CIEP Standards (Science):2.2, 2.2.1, 2.2.2, 2.2.3, 2.2.4, 2.2.5, 2.2.5.1, 2.2.5.2, 2.2.5.3, 2.2.5.4, 2.2.5.5, 2.2.5.6, 2.8.0, 3.1, 3.2, 3.3, 3.4, 3.5, 4 EE CIEP Standards (Health/Physical Education: A Health Lesson Plan Integrated with Physical Education):2.6, 2.6.1, 2.6.2, 2.6.3, 2.6.4, 2.7, 2.7.1, 2.7.2, 2.7.3, 2.7.4, 2.7.5, 2.7.6, 2.8.0, 3.1, 3.2, 3.3, 3.4, 3.5, 4 EE CIEP Standards (Social Studies): 2.4, 2.4.1, 2.4.2, 2.4.3, 2.4.4, 2.4.5, 2.4.6, 2.4.7, 2.8.0, 3.1, 3.2, 3.3, 3.4, 3.5, 4 EE CIEP Standards (Integrated Arts): 2.5,2.5.1, 2.5.2, 2.5.3, 2.5.4, 2.8.0, 3.1, 3.2, 3.3, 3.4, 3.5, 4 Candidates must use the lesson plan template provided and respond to all prompts in each section using 12-point font, Times New Roman. Each lesson plan must include an informal and formal assessment tool(s) to evaluate learning in the content area with respect to the content standard(s) addressed.

Elementary Education (K-6) Lesson Planning Unit Template General Directions: Elementary Education Lesson Planning Unit Throughout the methods courses, teacher candidates will develop a lesson planning unit. Candidates will choose one theme and one grade level (K-6) and create one lesson plan per content area (reading, math, science, health, physical education, social studies, integrated arts in a variety of grade levels from K-6). Each content area meets CIEP curriculum indicators. Candidates must use the lesson plan template provided and respond to all prompts in each sections using 12-point font, Times New Roman. Each lesson plan must include an original assessment tool(s) to evaluate learning in the content area with respect to the content standard(s) addressed Section Directions: Instructions and guiding notes are provided in red for each section below. Central Focus for the Unit (CIEP EE 3.1): Students will develop an understanding of division strategies based on place value, properties of operations, and the relationship between multiplication and division to find whole-number quotients and remainders with one-digit divisors and up to four-digit dividends. Content Standards - Alabama College and Career Ready Standards (CCRS) (CIEP EE 3.1): MA.19.4.12 Use strategies based on place value, properties of operations, and/or the relationship between multiplication and division to find whole-number quotients and

remainders with one-digit divisors and up to four-digit dividends. Learning Objectives (CIEP EE 3.1):  Students will demonstrate proficiency in using equations, rectangular arrays, and/or area models to illustrate and explain whole-number quotients and remainders.  Students will apply strategies based on place value and properties of operations to solve division problems. Lesson Timeline (CIEP EE 3.1) Introduction/Anticipatory Set: 10 minutes  The teacher will begin with a review of multiplication and its relationship to division.  The teacher will engage students with a real-world scenario involving division, such as sharing snacks among a group of friends, to capture their interest.  The teacher will ask the students the following questions: "What is the relationship between multiplication and division?", "How can we use place value to help us divide large numbers? Instructional Strategies and Learning Tasks: 25 minutes.  Start by discussing the relationship between multiplication and division, and how they are inverse operations.  Introduce the concept of place value and how it can help in dividing larger numbers.  Common misconception: Students may struggle with the concept of remainders and how to represent them in different ways, such as a fraction or decimal. Guided and Independent Practice: 30 minutes Guided Practice:  The teacher will model the division of a large number using place value and rectangular arrays.  The teacher will provide examples for students to solve using the strategies discussed.  The teacher will scaffold questioning from easy too hard to ensure all students can participate.  The teacher and the students will complete a note sheet in their math journal.  The teacher will guide the students in a groups division activity.  The teacher will monitor student performance by circulating the room and providing support as needed. Independent Practice:  The teacher will assign a worksheet where students will illustrate and explain quotients

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using equations, rectangular arrays, and/or area models.  The students will complete the worksheet independently.  The teacher will encourage students to use the strategies discussed during guided practice.  The teacher will set clear behavioral expectations for the work time and address any questions that arise. Closure: 5 minutes  The teacher will summarize the key points of the lesson and have students share their understanding of how to use place value and the relationship between multiplication and division to find whole-number quotients and remainders.  The teacher will ask the students to reflect on how they can use these strategies in real- life situations. Essential Questions: (CIEP EE 3.3) 1. How can different visual representations help us understand division and find quotients? 2. How do place value and properties of operations support division strategies? Instructional Resources and Materials: (CIEP EE 1) Whiteboard/Chart Paper Markers Pencils Chromebook iPad Manipulatives (e.g., base-ten blocks) IM1:1

IM2:1 IM3:1

IM4:1 IM5:1

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IM6:1 IM7:1

IM8:1 Generation Genius Video "The Big 7" Introduction to Lesson (Anticipatory Set): (CIEP EE 3.3, 3.4, 3.5) 1. Begin the lesson with a brief review of division concepts previously covered such as vocabulary and relating division back to multiplication. 2. Introduce the concept of using different strategies like equations, rectangular arrays, and area models to solve division problems. 3. Engage students by presenting a real-world problem involving division using a Generation Genius video “Partial Quotients”. Instructional Strategies and Learning Tasks (Procedure): (CIEP EE 3.3, 3.4, 3.5) 1. Start by discussing the relationship between multiplication and division, and how they are inverse operations. 2. Students will participate in a number talk relating division to multiplication. 3. Students will review division vocabulary they have seen in the video. 4. We will then discuss what the process of division is accomplishing. 5. The teacher will model the process of dividing using the partial quotient strategy. Guided and Independent Practice: (CIEP EE 3.3, 3.4, 3.5) 1. The students will be placed in groups of 3-4. (The teacher will sort groups according to the needs of all students, including those who need accommodation or modifications) Some students will also be allowed to work alone if needed.

2. After getting into groups the students will be given a white board, marker, and eraser. 3. The teacher will write a division problem on the board and the student will work together in their groups to solve using the partial quotient strategy. 4. After the students have successfully practiced several problems with the teacher the students will break off in their groups to solve problems together. 5. The student will stay in their groups and will complete QR Code Partial Quotient Division Activity. 6. The teacher will have division problems posted round the room for the students to solve with there group. 7. The students will check their answers using their iPad by scanning the QR Code. 8. The teacher will walk around and observe the students working and solving the problems. 9. After the group activity the teacher will ask the students if they have any questions before their independent assignment. 10. The students will complete a division worksheet on partial quotients. 11. The teacher will observe the room providing support where it is needed. Closure: (CIEP EE 3.3) 1. The teacher will summarize the key points of the lesson, highlighting the effectiveness of using partial quotients to solve division. 2. The teacher will review the essential questions and have students reflect on how they used various strategies to find quotients. 3. The students will complete an exit ticket on division vocabulary and the different parts of the partial quotient problem. Technology: (CIEP EE 2.2.2) The video shown during the beginning of the lesson will give the students information regarding the process of using partial quotients to divide. The students will use their iPad to demonstrate division concepts visually and engage students in interactive activities. They will use the iPad in their division activity to check their answers. The teacher will also use the students Chromebook to practice division facts. Differentiation and Planned Universal Support: (CIEP EE 2.8, 3.2) Modifications: The students who need modifications will be given an easier, less in-depth version of the

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formal assessment at the end of the lesson. For the group work, they will be placed in a group of stronger learners and be allowed to get extra help with their assignments with more direct assistance from me. Accommodations: The students who need accommodation will be allowed to use a multiplication facts sheet when solving a division problem. They will also be given their assignments on a computer if needed, and I will allow them to complete their independent assignment in the resource room if needed. They can work in a group setting during the “guided practice” time or alone in a quieter environment. Differentiations: The teacher will use different learning methods to benefit my students throughout this lesson. The teacher will utilize technology, paper assignments, and social interaction through group assignments. They can take in information through a video; the teacher will also use books with pictures. The teacher will also allow online assignments if the student needs them. Some work will be done in a group setting, and some can be done individually if preferred. Language Function Students Will Develop and Additional Language Demands and Language Supports (CIEP EE 3.5) During the lesson, the teacher will leave the chart we created describing process of dividing using the partial quotient strategy. The students will have that available the whole time to refer to. Language Functions/Demands (there are 4 language functions) Language Supports Language Function: Use Discuss what use means and show them different strategies to use to solve division problems. I will leave an anchor chart up of each strategy for the students to use. Vocabulary: Dividend, divisor, division, quotient, partial quotients, and remainder. As a class, we will discuss and review the dividend, divisor, division, quotient, partial quotient, and divide. They will be posted on the anchor chart wall. Syntax: The students will have a detailed anchor chart given to them and displayed in the room. As a class, we will review the anchor chat example of using partial quotients to divide. The student will receive their own handout of the process. Discourse: They will participate in the group division activity. The students will work together in a group to solve division problems using the partial quotient strategy. Types of Student Assessments and What Is Being Assessed:

Informal Assessments: (CIEP EE 4) A1:1 Formal Assessments: (CIEP EE 4) A2:1

Modifications to the Assessments: (CIEP EE 3.2) A3:1- Each student who requires modifications will use the same assessment, however they will be allowed to use their multiplication facts sheet that is attached.

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Relevant Theories and/or Research-Based Practices (CIEP EE 1, 3.1) In this lesson, I am leaning most toward Lev Vygotsky. I am using social interaction and a project with activities that revolve around building learning on already learned material and working with others socially on the activity.