IUPUI Elementary Education Block II

Lesson Plan Template

Adapted for the Principles of Effective Pedagogy
Grade: 4th Subject: Math Authors: Jack OFlaherty
Duration: 11:00-11:45 Date(s) April 2, 2017
Title of Lesson & its Placement in the Unit: Developing a routine. Conceptual
learning of division and fractions.

Connection to Students:
Matthew continues to do a great job throughout our lessons. He really enjoys
learning and wants to continue try new things. During our warm up activity,
Matthew figured out 24/8=3 by using repeated addition, repeated subtraction, and
using familiar numbers. For example, he subtracted 24 by 8 to get 16 and then
subtracted 8 a total of 3 times until he got to 0. During the chocolate bar problem,
Matthew partitioned was able to do 30 pieces of chocolate given evenly to 6 people
in his head. He said, 6 goes into 30 5 times because if you add 6+6 is 12 plus 6 is
18 He continues to use repeated addition. When I asked him to share 7
chocolate bars with 3 people he originally said, Each of them get a little more than
2 chocolate bars. I asked him, to make sure everyone get an even amount, what
would you have to do to the last chocolate bar? Matthew said, split it evenly 3
ways. He understood that each of them got a third of the last bar based on our
previous lessons.
Learning Objectives: Student will be Assessments: We will build week by
able to use 2 different strategies for week on what we learned previously. I
division as well as being able to partition will ask questions like, How did you get
an area model up to tier 3. Tier 3 that answer? What strategies did you
meaning its a higher difficulty use to come up with that answer? to
partitioning problem than the first two informally assess his reasoning for his
tiers. answer. I will ask Matthew a similar
problem that uses an area model to
Content: We build off of tier one and assess the progress made throughout
tier two problems before we go to tier 3. the lesson.
Conceptually be able to understand how
division can be completed with multiple Content: Matthew will be able to use 2
strategies such as splitting and using like different strategies for division.
numbers. Also, we will work on Strategies could be partitioning,
partitioning in an area model to solve multiplying by one, repeated addition
fractions building off the chocolate bar and subtraction.
problem from our last field session.
Language: Matthew will know the
Language: Student will be able to tell differences between multiple strategies
me what the differences are between for division such as splitting and
different strategies for division such as rounding to nearest friendly number.
splitting and rounding to nearest friendly
number. Social/Affective: Matthew will be open
to speak to me about anything. I will try
Social/Affective: Student will have to facilitate the conversation towards
authentic conversations with me about school, extracurricular activities, and
school, extracurricular activities, and how to keep getting better at math.
how to keep improving in math.
Standards/Indicators or Pacing Guide:
4.C.3
4.AT.2
4.AT.4
Resources/Materials:
Donut shaped pieces of paper, paper, pencil
Student Procedures: Describe student
actions in detail.
Beginning
5 min- Talk to instructor about his week.
10 min- Warm up with the division
strategy game. Matthew needing to use
multiple strategies to find the answer of
a specific problem.
Middle
15 min- Figure out how many donuts
each student will get.
10 min- Card game.
End
5 min- Reflect on what we went over
today. Tells me what he learned from
the lesson and what he wants to work on
next time.
Teacher Procedures: Describe teacher
actions in detail.
Beginning
5 min- Ask Matthew about his week.
Ex. How are your brothers doing?
Whats something knew youve learned
since I last saw you?
10 min- I will start with a division string.
Asking how to share $26.00 with 2
people evenly, followed by 3, 4, 5, 6
people and so on. I would ask him to
show me this in more than one way.
Such as a picture, algorithmic, repeated
addition, etc.
Middle
15 min- This will give Matthew a real
world look into fractions. I will ask him
to share 4 donuts with 6 students, 7
donuts with 6 students, 5 donuts with 6
students, and 4 with 5 people. I will ask
questions like, How did you get that
answer? How do you make sure
everyone gets the same amount? This
will help him partition an area (a donut
in this case) and split them into equal
sized parts to make up the fractions.
10 min- Card game. Ill ask Matthew
questions similar to, If Sam has 3
trading cards, Mitch has 5 cards, and
Hugh has 4 cards, what fraction of cards
does Hugh have? This will help with
Matthews partitioning and it will help me
see what strategies he prefers to use.
End
5 min-Reflect on the lesson. Whats
one strategy you used for division today?
How could you split up the donuts evenly
with an odd amount of people? Whats
your favorite strategy to use? What
 would you like to learn next time?

Principles of Effective Pedagogy

A student and teacher will work together for the games (JPA)
The students will have to use math skills to solve real world problems, garnering a
deeper understanding (CA)
Differentiation:
Matthew wanted to work on division. Hes strong with the standard algorithm but
seems to have it memorized instead of understanding the concept of division. The
strategy warmup game will help him see there are other ways of coming to a
correct answer as well as see other forms of division to increase conceptual
understanding.