Math.lesson plan.1

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  • 1. Rob Schupbach Divide a Two-Digit Dividend by a One-Digit Divisor—5th Grade Math Lesson PlanContext/Grade Level: This lesson is designed for a 5th grade class at Stonehouse ElementarySchool. This heterogeneous class contains twenty-three students of varying ability-levels. Theclass is taught by Mr. Scott Brown. A learning specialist, Mrs. Susan Rockwell is also present inclass to help students who have IEPs.Objective(s): Without the use of a calculator, the students will divide a two-digit dividend by aone-digit divisor.SOL Strand: Computation and EstimationSOL: 5.4 The student will create and solve single-step and multistep practical problemsinvolving addition, subtraction, multiplication, and division with and without remainders ofwhole numbers.Materials/Resources: 15 Boxes of tissues, 4 Post-It Notes with words Dividend, Divisor,Quotient, and Remainder written on them, Division Flash Cards, Division Worksheets, ExitCards, Dry Erase MarkerApproximate time required: 1hourContent and Instructional Strategies: 1. Lay out 15 boxes of tissues on random students desks. Tell them that they have to help solve a problem. Follow the script (ad lib as needed). I got these boxes of tissues for a very reasonable price. I decided that I would share them with my fellow teachers Mrs. Gopi, Mrs. Cavanaugh, Mrs. Nickols, Mr. Kline, and Mr. Brown. Ask students how many boxes of tissues each teacher will get. 2. Write 15 ÷ 5 = 3 on the board. Define a dividend as the number to be divided by another number. Define divisor as the number by which another number is divided. Define quotient as the answer in a division problem. Ask for a student volunteer to come to the board to label each with the correct Post-It Notes. 3. Write 29 ÷ 7 = on the board. Have students work the problem independently. Show that the quotient is 4 and that there is a remainder of 1. Define the remainder as the number left over in the quotient of a division problem. 4. Write 57 ÷ 4 = on the board. Ask for a volunteer to come to the board and solve the problem. When the answer of 57 ÷ 4 = 14 R1 is achieved, ask for volunteers to label the divisor, the remainder, the dividend, and the quotient. 5. Pass out worksheet. Instruct students to work independently. When they are finished, turn in worksheet and pick up a stack of flash cards. 6. When the class has completed the worksheet, go through 5 different flash cards as a group. Then pair the students up and have the students drill each other. Group high-
  • 2. Rob Schupbach ability students with special education students. Have students tell their partner the quotient, the divisor, the dividend, and the remainder.Evaluation/Assessment: Exit CardGreg has 28 marbles to share with his three brothers. If the boys divided them evenly, how manymarbles will each brother get? ____________________ (Answer: 28 ÷ 4 = 7)Differentiation and Adaptations: Have students with IEPs pair with a non-special educationstudent. Monitor these students and provide support when needed.