1a. Demonstrating Knowledge of Content and Pedagogy: What is the content to be taught? What prerequisite learning is required?

The content being taught is division and long division. For this lesson, it is expected that students have an understanding of multiplication, division, and 2-digit division.

4a. What student work will be collected to assess the effectiveness of your lesson? How will it be collected?

The teacher will collect workbooks pages and reteach pages passed out during the lesson to evaluate the effectiveness of the lesson. The teacher will collect the pages by asking students to place their completed work into the math basics to be checked.

1b. Demonstrating Knowledge of Students: Characterize the class. How will you modify …show more content…
Maintaining Accurate Records: How do you track student learning as it relates to this lesson?

I will keep track of students’ learning as it relates to this lesson through observations and collected work. I will track hoe well students are understanding the concepts through quick formative assessments on the rung, such as white board checks, and observations. I will tracks students’ understanding of the concepts through collecting students work and grading it. Finally, on Friday, I will evaluate how well my students understand division through a unit test.
1c. Selecting Instructional Outcomes: What do you want students to learn during this lesson?
I want students to learn how to use their skills that they already know in division, and apply those skills to long division. My goals if for students leave this lesson feeling more comfortable with division. I would be ecstatic if this was the case because students could use the strategy of long division to help with their general understanding of division. 4c. Communicating with Families: What specifically have you learned by communicating with families that impacted your planning of this …show more content…
Demonstrating Knowledge of Resources: What resources were considered for this lesson and rejected? Why? What resources will be used? Why?

The resources used for this lesson are the textbook chapter 8.4. I used this because this is the curriculum for the lesson I am teaching. I also used a place value mat, ten-rods, and unit cubes. I used this resource to give a visual on how division works for large numbers, and how long division can be broken into steps. Finally, I used the workbook pages, reteach pages, and Quicktables as resources. I used these as resources because they are all practice for students to reinforce knowledge of long division, or practicing math facts. 4d. Participating in a Professional Community: In what ways is today’s lesson related to collaboration with colleagues?

This lesson was a collaboration with colleagues. I also borrowed the idea of rotating centers from another 3rd grade leveled teacher. This teacher had mapped out what resources to use and how to use them for the whole chapter 8 unit.

1e. Designing Coherent Instruction: List very briefly the steps of the lesson
The steps are:
1. Anticipatory set of division on the rug using ten-rods, and unit