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Lesson Plan : Division of Numbers
Teacher Name: | Ms. Ogburn |
Grade: | Grade 4 |
Subject: | Math |
Topic: | Introduction of teacher to students. Review of classroom / teacher rules and procedures. Pre-assessment test administered. Division Concepts/Facts/Methods introduced. |
Content: | TABE Mathematics content - Division of Whole Numbers |
Goals: | Introduce and review basic division concepts, fact, and methods. Students will enhance their knowledge of mathematical terms. Students will be able to utilize given information to calculate a word problem involving division. |
Objectives: | Students will understand the different mathematical operators used to express division problems. Students will be introduced to basic vocabulary used in division and define these terms. Students will recognize that division is the opposite of multiplication. Students will comprehend how to divide numbers with answers that work out evenly and how to divide numbers that have a remainder. They will solve these types of problems and express the solution in the correct form. Students will comprehend that the order of a division problem matters and that 12/6 is not the same as 6/12. Students will divide numbers that are multiples of 10 and learn the learn common divisibility rules of other numbers (if time permits). Students will untilize and apply learned division concepts to word problems involving practical applications. |
Materials: | Achieving TABE Success in Mathematics Level M textbook, multiplication chart, teacher made handouts and worksheets, math journals, paper, pencils. |
Introduction: | Teacher will review and discuss classroom rules and expectations. Students will complete the Pre-Assessment test in the Achieving TABE Success in Mathematics textbook. Students will complete a warm up exercise daily in thier math journals. Teacher will present the idea that division is the process of separating numbers into equal parts and explain that you divide to find out how many equal parts can be made. |
Development: | Teacher will associate and relate the topic of division with one of the trades such as culinary arts. Teacher will introduce the different signs (mathematical operators) that represent division problems. Teacher will explain that a division problem can be expressed in two ways, as a division sentence using the division symbol or using a division frame. Examples of division problems will be shown while the terms dividend, divisor, quotient, and remainder are introduced. We will do practice drills on matching the correct number and the correct term. Teacher will discuss the fact that division is the inverse of multiplication. Teacher will demonstrate how to use a multiplication chart to figure out what numbers can divide another number. Teacher will ask the class whether the order of the numbers in a division question matters and we will discuss the correct answer. Teacher will introduce questions involving multiples of ten. The class will look at example of practical applications where you use divison. |
Practice: | As a class, we will go through examples of each problem and identify the dividend, divisor, remainder, and quotient. Teacher will guide students through a series of examples that involve solving problems that work out evenly and ones that involve a remainder. We will work though various types of questions involving multiples of ten. As a class, we will examine word problems using division and practice solving them. Volunteers from the class will be asked to come to the board to solve problems. |
Accommodations: | Students will be grouped according their readiness and difficulty level of assignments. More support will be given to struggling students. Additional time will granted to designated students. The use of a calculator will be permitted for selected students. |
Checking For Understanding: | Teacher will reinforce the concepts that were discussed throughout the class period and give the students an opportunity to ask and answer questions. The teacher will review worsheets/handouts as well as assignments in student ISP folders. A review of the pre-assessment test will also be conducted. |
Closure: | Teacher will connect trade skill sets to reinforce the topic of division. Students will write any additional questions relating to the topic in thier math journals. |
Evaluation: | Informal observations - Students performance while doing problems on the board, students ability to answer questions during class, and class participation. Formal observations - Class assignments, warm ups, ISP folder work, pre / post- assessment tests, and future TABE diagnostic results. |
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