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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Catherine Dean

Date April 2014 Subject/ Topic/ Theme Division as Repeated Subtraction (Lesson 3) Grade _____3________

I. Objectives
How does this lesson connect to the unit plan?
This is the third lesson in my unit, which focuses on the next method to solving division problems.

Learners will be able to:
cognitive-
R U Ap An E C*
physical
development
socio-
emotional
Understand division as a way of repeated subtraction U
Apply their knowledge of division to be able to solve division problems using the repeated subtraction method Ap






Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.MATH.CONTENT.3.OA.A.2
Interpret whole-number quotients of whole numbers, e.g., interpret 56 8 as the number of objects in each share when 56 objects are
partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For
example, describe a context in which a number of shares or a number of groups can be expressed as 56 8.

CCSS.MATH.CONTENT.3.OA.A.3
Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement
quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

CCSS.MATH.CONTENT.3.OA.D.8
Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the
unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.3
(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.

Students use the format of large group, small group, then individual instruction with nearly all
mathematical concepts.
Students can use manipulatives
Students know other operations including multiplication, addition and subtraction

Outline assessment
activities
(applicable to this lesson)
Pre-assessment (for learning):

Formative (for learning):

Formative (as learning):
Instructor will monitor the students progress during the activity
Summative (of learning):
Fill out a worksheet
What barriers might this
lesson present?


What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
Provide Multiple Means of
Representation
Provide Multiple Means of
Action and Expression
Provide Multiple Means of
Engagement
Provide options for perception-
making information perceptible

Students see the manipulatives,
hear the instructor, and work it out
themselves
Provide options for physical action-
increase options for interaction

Students see, write, move
manipulatives and hear the material
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats

Some students may prefer this
method to the grouping method

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students to do this lesson?
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Students help each other while
working on the issue
Provide options for expression and
communication- increase medium
of expression

Students write and move
manipulative

Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
Students work together
Provide options for comprehension-
activate, apply & highlight

Students complete a handout
that has everything they need,
and students share their
thoughts with the class
Provide options for executive
functions- coordinate short & long
term goals, monitor progress, and
modify strategies
Students see this lesson as a
short-term goal
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection
Students continue to work on
small-group work, as well as
individual work
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

Worksheet
Large unifix cubes
How will your classroom
be set up for this lesson?

Normally- work with side by side partners




III. The Plan

Time Components
Describe teacher activities AND student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.

Motivation
(opening/
introduction/
engagement)
-Introduce activity with an oral review of the
grouping method.
-Ask if students have any other ideas of how to
solve division problems
-
-Pass out materials
-Prepare for activity





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



-Go through first two examples with students
-Show how to take away the unifix cubes while
stuck together
- Be sure to keep piles separate (do not re-attach
the unifix cubes)
-Instruct students to complete the next example and
check with their side-by-side partner.
-Go over the example in a large group setting like
before
-Have students complete the examples while
answering questions and giving individual help for
about 10-15minutes









-Follow along with examples
-Complete examples


















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Closure
(conclusion,
culmination,
wrap-up)





-Have students share what the repeated subtraction
method is, and how they did the problems
-Collect sheets

-Put away materials
-Turn in sheet


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.)
I was observed by my professor for this lesson, and it went about the same as the last lesson. The students were required to fill out a
worksheet that was very similar to the one before it, which gave them one area that they knew during the new method. The students
enjoyed using the new manipulatives, and made very large towers of unifix cubes. Although they were having a good time, it could
have been distracting that some of the towers were so long and breaking when they tried to stand them up.
Again, most of the students were able to complete the worksheet with all of the correct answers. I was very pleased with how many
of them seemed to understand. When the students did a self-assessment on this method, only two of them were not sure if they would
be able to complete another worksheet like the one they just did.
During this lesson, I did my best to have strong statements, good body language, and tried to smile at the students more than I did
during the previous lesson.