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1. SSM& SPTemplate FY16
MATH EXAMPLE INTERVENTION SESSION PLAN
ACM: Rebecca Ballard
Week #: 1 of 3 Dates: 1/25-1/29
Targeted Character Strength(s): Zest
Plan Flow SessionNotes
Common Core Standard: What standard is targeted in this session?
4.OA.3 Student will be able to apply appropriate types of estimation for number
and word problems that include estimating products and quotients
Learning Objective: What will student(s) understand and be able to do by end of session?
 Studentwill be comfortablewiththe definitionandconceptof a remainderinadivision
problem.
Answer below:
What worked?
Needs changing?
Needs revision?
Mins:
5
Opening: (Warm-up, Activate prior knowledge and set up learning activity,
Relationship and Community-building)
1. Joys and appreciations
2. “Today we are going to take a look at division and see how comfortable we are
with remainders.”
3. Student will articulate their understanding of a remainder – what it is, what it
means, and where it is seen.
4. “We are going to do a quick warm up. I am going to ask a simple division
problem and we are going to solve it by counting up, showing our number on
our fingers. For example, if I asked, ‘What is 8 divided by 2?’ we would count
up by the divisor, (‘2,4,6,..’) putting a finger up for each group of 2 until we got
to eight, the dividend. We would then count how many groups of two we
mentioned, and that is our answer, which in this case is 4.”
5. Student and ACM will count groups of divisor for the following problems:
12/2 15/5 27/3
Mins:
1
I Do:
Introduce/review new skill by modeling
Model how to do the activity (steps, think aloud)
“For our activity today we are going to continue with what we were
doing for our warm up, but these problems will not have even
divisors for the dividend, that is to say there will not be a whole
number of groups that go into the number getting divided.”
ACM will demonstrate activity by answering the following question:
Strategies:
Think aloud

2. SSM& SPTemplate FY16
5
3
First, how many groups of 2 are in ten (previous procedure
repeated). Now, how many group of 2 are in 11 (procedure
repeated). How much is left over? (11-10 = 1)
Recap process to support understanding
We Do:
Guide through process with supports (prompts for steps, reference
sheet, exemplar, sentence frames, student attempts one step on own
then ACM walks through step as student follows along)
Check for understanding
ACM will guide student in solving the following similar problems:
8 ÷ 4 and 9 ÷ 4, 12 ÷ 3 and 13 ÷ 3, 15 ÷ 5 and 17 ÷ 5
You Do:
Students do work independently/pairs/ groups with less or no
supports from ACM
ACM monitors student work to check for understanding
Student showcases procedure and accurately answers the following
questions independently:
20 ÷ 4 and 23 ÷ 4, and 50 ÷ 10 and 55 ÷ 10.
Right is right
Counting on
fingers
Right is right
Articulate
thought process
CFU
Mins:
1
You Do Together:
Deepen understanding
Extend knowledge/application
Check for understanding
Student and ACM re-visit the definition of a remainder
Mins:
3
Closing:
Final Check for understanding/ Exit Ticket
Ensure learning objective was met

3. SSM& SPTemplate FY16
Student will give an example of a real-world situation in which division would be used
and a remainder would exist.