Mathematics teaching plan

Junior (College 3rd year) ・Mathematics ・MLA

Learning Segment Overview Direction0 s: Briefly describe the instruction preceding the assessment by typing within the brackets in each section of the chart below (no more than 2 single-spaced pages). Do not delete or alter the chart; both the chart and your description are included in the total page count allowed. Refer to the evidence chart in the handbook to ensure that this document complies with all format specifications. Pages exceeding the maximum will not be scored.

Central Focus:

[The main focus of this lesson is the use of place value. The other focus the use of content of operations in undertaking multi-digit mathematical problems ]

State-Adopted Content Standards


Find whole-number quotients.

Find remainders with up to four-digit dividends

Find remainders with one-digit divisors.

Use the strategies based on place value

Also use the properties of operations, and/or the relationship between multiplication and division.

Explain and illustrate the calculation by using rectangular arrays, and area models. ]

Learning Objectives

Instructional Strategies and Learning Tasks

Formative and Summative Assessments

Lesson 1

[ Students learn how to solve division problems by use of visual tools and ideas. Students learn about division of multiples of 1000, 100, and 10.]

[ The main task is fair share division The first strategy is drawing of base 10 blocks.]

[This activity might be actualized independently or in groups.

The teacher provides the students with the Dividing Using Place Value Worksheet. Students are provided with practice questions to help the understand the powers of 10.]

Lesson 2

[Students learn the application of sharing and partitioning division. Students learn the use of place value.]

[The division written methods are applied in this lesson. The strip model is also being applied. The operations involved in division is simplified by use of the strip model. Personal journal and strip division tables are used in the learning process. The teacher uses graph papers and journals. The teacher uses an audio recorder. Students listen to the doorbell rang audio tape. ]

[The teacher checks on the student's technique. The teacher gives a division quiz to the students. The students are required to choose multiplication sentence from division problem. Students are given some prime numbers. They are required to write a fact family for the numbers. Students are given some multiplication problems to solve using the knowledge on division. Students are grouped and required to have a clear understanding of the door-bell rang story. Students are required to write a synopsis of the doorbell story. Students use the cookie crisp scenario in division]

Lesson 3

[Students apply the partitioning and sharing division in real life scenarios.]

[ Strip model division is applied. The teacher uses personal journals in this lesson. Students apply the knowledge gained in real life situation. The students are required to handle the application task in groups.]

[Students are required to integrate strip division in real life scenarios. Random tests are given to test the students understanding. An outside of class activity is given to the students to apply the strip division model.]

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