Anticipatory Set:
In the morning before the math block, students took the pre-assessment. This allowed a quick look to how student’s previous knowledge would help them understand this lesson. There was very little helpful facts on this pre-assessment as described before; there was very little room for flexibility and the assessment used was what was offered to assess students.
The math lesson starts with the teacher having 16 pencils, to demonstrate how the teacher can equally separate these pencils into equal groups. The teacher asks four students to stand in the front of the room and model how this concept would work. As a class, we figure out how many pencils each student will receive. Students will use repeated subtraction if they don’t know the division problem to solve. Students find that all the volunteers receive four pencils. Students then have to tell me the fact families of this problem, which will be 4/16=4 and 4*4=16.
Engagement Activities:
The first activity that I do is the first example in the math lesson. However, students participate with this activity, as this is part of guided practice. I have three students stand up in front, while holding 15 pencils. The class as a whole will work together to help figure out how I can separate (divide) 15 pencils evenly between my three students. Students see that each of my three students receives five pencils. Therefore, 15 pencils divided by three students, equals five pencils each.
After I see that students understand what we just demonstrated I ask that the students give me the pencils back, and I ask two more students to come join our three students. Here I do the second part of our first example. All students now help me figure out how many pencils my new students receive. I now have five students, and 15 pencils need to be evenly distributed.
Guided Practice:
As a class, together we go over the example problem 2 and the Guided Practice Lesson in the lesson for the day. I ask the class to help as we figure out the steps and answers to these questions. I show students what will need to happen, as to model what they have to do on the next page as independent practice.
Independent Practice:
Students work on page 143 (McGraw- Hill) on their own; to get use to the steps they need to take to complete the problem. Students are able to use the counters if needed to help them subtract to divide, or they could use fact families to solve the questions. Instead of having, my students complete the whole page, boys work on odd numbers, and girls work on the even numbers. As a group, we go over what they have completed to see if they have done the correct steps. Together we work on the problem-solving page. If time is running short, then students do this sheet as extra credit. The “hot problems” we will try to get together, as they can be difficult for students.
Closure:
The teacher asks and makes sure that students understand the lesson and that are no questions. If there are no questions, then the teacher goes over what is expected on student homework. Students then put this away in their binders on the bring back to school side.
Evaluation:
I will assess the students by how well they worked in class today. The following day I will collect their homework to check to see their understanding without instruction, and working independently.