Lesson Plan Template
Name: _____Abby Wegner_________ Date: __11/11/2015_______
Time allotted: __42___ minutes
Subject: __Mathematics_____ Grade level: _3rd______
Topic / Title: ____4.4__Division Terms ____________________________________
Approved by Cooperating Teacher: __________________________
Course EDUC 320
Portfolio # ____________
A. Standards; objectives / requisite skills / learner outcomes “At the completion of this lesson,
learners will be able to …” (Use observable / measurable terms + strong verbs.)
Standard(s):
Cognitive objective(s): After the lesson, students will be able to identify a dividend, divisor, and quotient. They will
also be able draw a picture that represents a division problem.
Affective objective(s): During the lesson, students will vocally contribute by repeating what the teacher says.
Students will also arrange the division problem in the right order (dividend, divisor, and quotient).
Psychomotor objective(s): During the lesson, students will walk around the room to find division problems, write
answers down, and raise hands to answer questions.
B. Assessment plan: How will you know that the learners met the objectives? What will you be able to observe and
measure? What percentage of the class will be meeting your objectives? Incorporate this plan into the Input section of the lesson.
Students will play a game of I Spy and fill out a worksheet to identify the dividend, divisor, and quotient.
C. Multiple intelligences: Select one primary (p) and one secondary (s)
P
S
verbal linguistic
logical/mathematical
bodily/kinesthetic
musical/rhythmic
interpersonal
naturalistic
visual/spatial
intrapersonal
D. Accommodations & differentiation for learners: Includes all students with emphasis on
ELL/ESL/LEP, LD, highly capable, etc. How will knowledge of your students inform your planning, instruction, and
assessment?
There are 5 students that I will need to walk around and help them label and draw out division problems. I
could keep them in a group and travel with them.
E. Materials / equipment needed:
F. Academic language demands
Teacher: I Spy Cards
Vocabulary: Division, divisor, dividend, quotient
Students: Worksheets, pencil
Function (verb):
Literacy strategy (ELA only):
G. Academic language support: How will the teacher model and the students engage with the language
demands? I will
write all of the words on the board in the order that I am going to teach them (Division,
dividend, divisor, and quotient). I will write out a division problem and then explain to them what each
number is and what it stands for. I will then have the class repeat the order in which the numbers are
presented (dividend, divisor, quotient) over and over again. While completing their worksheets they will
also label the dividend, divisor, and quotient.
I. Assumptions: What prior knowledge do students hold and how will prior J. Anticipated questions &
knowledge be activated? What prerequisite skills have learners mastered?
misunderstandings: What
Students will remember from yesterday’s lesson how to draw equal
groups.
common misunderstandings or errors may
occur? What pre-assessment is used?
Students may not be able to apply
the concepts of total, number of
groups, and objects in a group to
divisor, dividend, and quotient.
L. Technology: What, if any, use of instructional tech. are involved during instruction, learning tasks, and/or assessment?
None
Pacing / Detailed planning: Write plans to a level of depth that would allow another teacher to use the plan to
Time deliver the instruction. Script the learning target(s), transitions, conclusion, and key questions.
Allotted
M. Lesson planning of instructional activities & learning tasks:
1. Anticipatory Set: (set induction / introduction / focusing event / activating prior knowledge)
1min
Have you ever heard of the game “I Spy?”
Statement of Objective (scripted): Today we will be playing the game “I Spy” to learn
about division.
Transition: First, let’s learn some important words about division
2. Input: Outline of presentation – steps / strategies / modeling (means of instruction, learning
tasks, active engagement) Include what teacher will do & what students will do. Script key questions.
A. Write the word “division” on the board with the sign next to it. Explain that when you
see the sign, you say “divided by.” Have students repeat the teacher.
B. Then write the division problem 6 divided by 3 on the board. Above the numbers label
them dividend and divisor. Explain that the dividend is the same as the total and the
10 min
divisor is the same as the number of groups.
C. Draw the picture out creating three groups. Ask the student how the total should be
distributed (two in each group). Write the two where the quotient would go in the
division problem and label it as such. Explain that the quotient is the same as number of
objects sorted in the group.
D.
Have the students repeat multiple times: dividend, divisor, quotient. Point to each
number as the students say it.
Transition: Now let’s play division I Spy. But first we are going to practice a couple together.
3. Guided Practice:

Explain the game. Students will walk around the room and find the I Spy cards which have
a division problem on them. The students will write the dividend in red and the divisor in
blue. Then they will draw the problem out in the middle box. Lastly, they will write the
quotient in the color green.

30min
Two of the cards will be hanging on the board. I will work through these problems with
them before I let them go on their own. Have one of the students read the first card 15
divided by 5. Ask them which one is the dividend and which one is the divisor. Then ask
how to draw out the problem. Lastly ask which one is the quotient. Hand out the
worksheets and repeat this process with card “B.”
Transition: Now you may get up and find the other division problems, but be sure to label the
divisor, dividend, and quotient.
4. Evidence of Learning: How will you know when the learners have reached the objectives? What
type of feedback is provided? How is assessment aligned with the objectives / skills? Will students be
involved in assessment / reflection upon their own learning?
I will be able to walk around the room and watch students fill out the sheets. From this I
will be able to see if they are labeling the division problems correctly.
Transition: When you are finished you may hand your worksheet into me and return to your
seat.
5. Closure & Independent Practice: (transfer of learning / assignment) How does the assignment
support mastery of the objectives / skills? How will the assignment be evaluated?
Through this worksheet I will be able to see if students can identify the different numbers in a
division problem and can visually represent them. This will show me if I can move to the next
concept of division.
Closing Statement (scripted): Who can tell me what comes first in a division problem?
1min
(dividend) Second? (divisor) Third? (quotient).
N. Evaluation & reflection of teaching / learning: Respond with thoughtful, professional insights that go
beyond superficial considerations. For example, consider whether and how you know that students reached the learning targets,
what strategies might have led to improved instruction, whether assessments provided useful data, and the extent to which the
whole class, individuals, and subgroups achieved the objectives. How did I teach? What did I learn about my teaching? What
specifically do I need to work on for improvement? What missed opportunities for learning can I identify? What is to be taught
next? How will data from the assessment guide future instruction?
1. As I reflect on the lesson, to what extent were students productively engaged?
2. To what extent did the students learn what I intended? Were instructional objectives met?
3. To what extent did I alter my objectives or instructional plan as I taught the lesson? Why?
4. To what extent did I practice effective classroom management strategies? What issues do I need to address when I
teach again?
5. To what extent did I provide closure to the lesson?
6. If I had the opportunity to teach this lesson again to the same group of students, what would I do differently? Why?
How would this affect the outcome of this and future instruction?