Math Lesson Plan (MIC-P)

Name: Taylor West and Meredith Dickens

Title: Campout with Numbers
Grade: Fourth
Concept/Topic: ​4.OA.3​ 4.NBT.6
Time Needed: 30 minutes

Backward Design Approach: Where are you going with your students?

Identify Desired Results/Learning Outcome/Essential Question:

● Students will be able to solve measurement division story problems (number of groups unknown) by
finding the whole-number quotient and remainder. .
● Students will be able to interpret remainders in the context of story problems.

Ensuring Lesson supports district and state goals

Content Standards from the CCSS-M:
NC.4.OA.3 - Solve two-step word problems involving the four operations with whole numbers. Use estimation
strategies to assess reasonableness of answers. ​Interpret remainders in word problems.​ Represent problems using
equations with a letter standing for the unknown quantity

4.NBT.6 - Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors,
using strategies based on place value, the properties of operations, and/or the relationship between multiplication
and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Standards for Mathematical Practice (SMPs) from the CCSS-M:

CCSS.MATH.PRACTICE.MP4​ Model with mathematics.
During this lesson, students will be asked to make sense of a real-world problem with mathematics. Students will
also need to identify important quantities within the problem and be able to map the relationships using pictures
or equations.

CCSS.MATH.PRACTICE.MP3​ Construct viable arguments and critique the reasoning of others.

The way the problem is set up, there are multiple answers and conclusions which students may reach. Since the
dividend and divisor pairs we are working with result in a solution with a remainder, students may come up with
varying answers. Some students may disregard the remainder and settle on the whole number; whereas, other
students may understand that the remainder represents people and that we must round up in order to reach the
correct solution. Also, there could be incorrect math functions performed resulting in the incorrect solution. This
opens the discussion to how they arrived at different answers, why they believe theirs to be the correct one, and
the explanation of how incorrect answers were reached.
Assessment Plan:

WHAT YOU SEE OR HEAR DURING THE LESSON:

● Students not being able to figure out the steps necessary to reaching an answer
● Noticing a remainder but disregarding it and rounding down to the nearest whole number
● Realizing the remainder means there will be that amount of people left over, requiring the addition of
one more tent or canoe

WHAT YOU SEE ON THEIR WRITTEN WORK: (Insert here what you expect to see on their student written
work that will indicate that they understand (or not). Again, connect to your learning goals.).
● No answer reached
● Giving an answer which still has a remainder in it
● Interpreting the remainder as it applies to the context and displaying the correct answer
The Lesson or Learning Plan (divided into three sections below)

Launch (or “Before” Part of Lesson):

How will you launch the lesson? How will you focus, engage, and/or elicit knowledge as you introduce
this lesson?
● Launch Lesson using powerpoint
(​https://docs.google.com/presentation/d/1RfL25ZIXHsi2CY0dmMh2UKWdn8EOqfepikRTw-
O_0kA/edit?usp=sharing​)
○ “Have any of you ever been camping? Who can tell me about what they did while they
were camping? Today we are going to be doing math to help out Mrs. Brozell plan a
field trip to Grandfather Mountain!”
○ “Does anyone know where Grandfather mountain is?” “Has anyone ever seen or camped
in a tent?” “Has anyone ever seen or been in a canoe?”
○ Pull up pictures of grandfather mountain, canoes, and tents
● Have students read problem to themselves, then read problem aloud as a class
○ What does it mean when it says the “least number?”
○ What does reserve mean?

Middle of the Lesson (“During” Part of Lesson):

● Display the problem on the board
● Students solve problem individually
● Encourage them to explain their reasoning with complete sentences to Mrs. Brozell

Planning for different types of student responses:

What will you ask students who….

Are stuck? Have one strategy but have Have a firm grasp on the task
● Let’s look at the made an error or need to and strategies to solve it, and
canoes first develop another strategy? need your push to extend their
● Can you draw a ● Can you justify or thinking beyond?
picture to represent prove your answer? ● Can you solve this
your thinking? ● Can you think of additional problem? (see
● Have you tried another way to solve? problem below)
discussing the ● What does ___ ● Can you explain how
problem with a represent? the remainder affected
friend? your answer?
Concluding the Lesson/Closure/Debriefing (“After” Part of Lesson):
How will you wrap things up and tie together the ideas presented? How will you help students make
meaning from their experiences?

● Ask the class to come back together as a whole group to share.

● Choose two students to share about the canoes first: -someone who used grouping (addition) or
multiplication AND someone who used division.
○ What did you do with the remainder?
○ How do you know if you need 9 or 10 canoes?
● Choose two students to share about TENTS next: someone who used grouping (addition) or
multiplication AND someone who used division.
○ What did you do with the remainder?
○ How do you know if you need 50 or 51 tents?
● We will discuss the significance of the remainder and how it affects the solution to a given
problem.
○ Remainders can represent many things depending on the wording and context of the
problem. For this problem, the remainder represents students on a field trip to
Grandfather Mountain. We will make note of students who both properly and
improperly use the remainder as we walk around observing their work. We will then call
on 4 students to share their work with the class… hopefully 4 students with different
approaches/answers. Script: So, tell us how you got your answer. Can you explain your
mathematical process and show us how you reached your conclusion. Why did you
choose to disregard the remainder? Why did you choose to add an additional canoe/tent?
Why did you leave the remainder in your answer? Since this problem was dealing with
students, the remainders mean there would be students left out and in need of a tent or
canoe. This is an issue and to solve this we need to add an additional canoe and/or tent
in order for all students to be accommodated.

Materials/Resources:
● Copy of MIC-P problem
● Extension problem: “Mrs. Brozell has 42 students interested in hiking. The students must hike
with a group and each group must have a first-aid kit. First-aid kits have enough supplies for 5
students. How many first-aid kits do they need?”
● A place to model strategies for students (whiteboard, smartboard, paper)