lesson purpose

Lesson summary and focus: This lesson will teach students how to perform inverse operations as well as divide multiples of 10, 100, and 1000. Students will also be taught how to use their knowledge of place value to divide figures that are multiples of 10, 100, and 1000. S

Factors in the classroom and among students: The majority of the pupils were normal or non-labeled challenged. To differentiate the kids, the teacher will use observation. National / State Learning Standards: Identify the relevant grade level standard(s), including the strand, cluster, and standard(s) by number and its text.

Specific learning target(s) / objectives:

After this lesson, the students should be able to perform inverse operations and divide using multiples of 10, 100 and 1000. The students will also be able to apply place value for such computations.

Teaching notes:

Numbers, their operations, and relationships

Agenda:

Taking a 1hr lesson. The first 10 minutes will be used as an introduction to the content. The following 30 minutes will be explicit teaching and examples using available content and the last 20 minutes will be utilized in employing some case problems, and issuance of assignments. Formative assessment:

To measure mastery of the content, I will issue assignments that are focused towards ensuring that the student can aptly perform the taught operations, both in class and as takeaway assignments.

Academic Language: Key vocabulary:

divide

Function:

To be able to use the given digits to perform divisions correctly Form:

This step will involve language such as show, describe, and divide

Instructional Materials, Equipment and Technology: Class textbook, former examination material, and counters/ counters will mainly be used for the low-level division by 10. Whiteboard, pebbles, activity sheet

Grouping: Grouping will be arbitrary to avoid feelings of dissent and inability.

II. Instruction

A. Opening

Prior knowledge connection: Earlier cases of simple multiplications connect with the reverse operations. Further, use of division is an essential concept employed in every life from sharing of earnings, dividends, and more other similar computations.

Anticipatory set: The division will always be used in life. As earlier mentioned; it is applicable from sharing of earnings, dividends, and more other similar computations.

B. Learning and Teaching Activities (Teaching and Guided Practice):

I Do Students Do Differentiation

I will explain the concept of division

I will, using the whiteboard show students how to divide numbers

I will introduce the division using specific practical examples by dividing pebbles

I will use pebbles as an example Explain what division is

Divide pebbles amongst themselves

Credible division of pebbles

Credible count of divided items

Teacher Candidate:

Grade Level:

Date:

Unit/Subject:

Instructional Plan Title

Fair Share Division

I. Planning

Lesson summary and focus: Solving and explaining solutions to problems involving fair sharing and remainders

Classroom and student factors: Mostly normal and non-labeled challenged students. The teacher will employ observation to differentiate the students

National / State Learning Standards: Identify the relevant grade level standard(s), including the strand, cluster, and standard(s) by number and its text.

Specific learning target(s) / objectives:

After this lesson, the students should be able to perform inverse operations and divide using multiples of 10, 100 and 1000. The students will also be able to apply place value for such computations.

Teaching notes:

Numbers, their operations, and relationships

Agenda:

In a 1hr lesson, the first 10 minutes will be used as an introduction to the content. The following 30 minutes will be explicit teaching and examples using available material and the last 20 minutes will be utilized in employing some case problems, and issuance of assignments. Formative assessment:

To measure mastery of the content, I will issue assignments focused towards ensuring that the student can aptly perform the taught operations, both in class and as takeaway assignments (Bailey & Jakicic, 2012).

Academic Language: Key vocabulary:

Share

Equal

Remainder

Friends Function:

Sharing will be intended to show the essence of division in sharing; equally will encompass the fairness in sharing;the remainder is any surplus after sharing from the original and friends represents the group that is involved in sharing Form:

This step will include language such as show, describe, and calculate

Instructional Materials, Equipment and Technology: Board, pebbles, sharable items like pencils and books, activity sheet

Grouping: Grouping will be arbitrary to avoid feelings of dissent and inability.

II. Instruction

A. Opening

Prior knowledge connection: Division

Anticipatory set: The division will always be used in life. As earlier mentioned; it is applicable from sharing of earnings, dividends, and more other similar computations.

B. Learning and Teaching Activities (Teaching and Guided Practice):

I Do Students Do Differentiation

I will explain the concept of fair sharing

I will, using the whiteboard show students how to share things equally

I will introduce the concept of fair sharing using division and have remainders

I will use sweets as an example Explain what fair sharing is

Equitably share available materials amongst themselves Ability to share equally and fairly

Inability to share equally and fairly

Teacher Candidate:

Grade Level:

Date:

Unit/Subject:

Instructional Plan Title

Strip Model Multiplication

I. Planning

Lesson summary and focus: Multiplying fractions using whole numbers

Classroom and student factors: Mostly regular and non-labeled challenged students. The teacher will employ observation to differentiate the students

National / State Learning Standards: Fourth-grade students

Specific learning target(s) / objectives:

Be able to use strips to divide and multiply and get whole numbers correctly

Teaching notes:

Numbers, their operations, and relationships

Agenda:

In a 1hr lesson, the first 10 minutes will be used as an introduction to the content. The following 30 minutes will be explicit teaching and examples using available content and the last 20 minutes will be utilized in employing some case problems, and issuance of assignments. Formative assessment:

To measure mastery of the content, I will issue assignments that are focused towards ensuring that the student can aptly perform the taught operations, both in class and as takeaway assignments.

Academic Language: Key vocabulary:

I will explain the concept of Strip Model Multiplication

I will, using the whiteboard to indicate strip model multiplication

I will introduce the idea of Strip Model Multiplication

Function:

Explain what Strip Model Multiplication is

Form:

This step will involve language such as show, describe, and calculate

Instructional Materials, Equipment and Technology: Class textbook, former examination material, and counters/ counters will mainly be used for the low-level division by 10.

Grouping: Grouping will be arbitrary to avoid feelings of dissent and inability.

II. Instruction

A. Opening

Prior knowledge connection: Previous cases of simple multiplications connect with the reverse operations. Further, use of division is an essential concept employed in every life from sharing of earnings, dividends, and more other similar computations (Manurangsi & Suksompong, 2017).

Anticipatory set: Multiplication will always be used in mathematical undertakings and should hence be mastered

B. Learning and Teaching Activities (Teaching and Guided Practice):

I Do Students Do Differentiation

I will explain the concept of strip model multiplication

I will use a ruler to describe the process of applying strips

Explain what fair sharing is

Multiply correctly using the concept Ability to perform correct computations

References

Bailey, K., & Jakicic, C. (2012). Common Formative Assessment:A Tool Kit for Professional Learning Communities at Work. Bloomington,IN: Solution Tree Press.

Manurangsi, P., & Suksompong, W. (2017). Asymptotic Existence of Fair Divisions for Groups. Mathematical Social Sciences, 100-108.