Lesson Plan

Subject Area	Mathematics
Lesson Title	Estimating Quotients
Approximate Lesson Time	8:00a.m. - 9:30a.m.
SPI(s) / Common Core	Prepares for SPI 0506.1.1 Explore different methods of estimation including rounding and truncating.
Objective(s)	Students will use compatible numbers and rounding to estimate quotients.
Materials/Media	Daily spiral review Visual learning bridge 8-2 White boards and markers – guided practice Math book – guided practice Candy- inquiry part of lesson Ticket out the door

Classroom Concerns
Differentiation/ Knowledge of Students	I will incorporate learning styles in the following ways: Visual – the visual animation Auditory – class discussion, teacher lecture, visual animation Kinesthetic – candy activity
Grouping	Throughout the lesson, students will be working as a whole group, small groups, and with partners. Students are ability grouped within their seating arrangements. During partner work, students are also paired based an ability for math (high with low).

Instruction Information

Hook/ Set	Prior Knowledge: You know how to use patterns to divide numbers that are multiples of 10. Today, you will learn to estimate quotients when the number is not a multiple of 10. Connect to real life: I will pose a problem for the students to solve. This problem will ask the students to connect math to solve a “real world” problem.
Lesson Strategies	Students will complete Daily Spiral Review sheets upon entering the classroom. After announcements, we will check these sheets using thumb cards. Calculator skills will be modeled on some problems. I can statement: I can use multiples of 10 and compatible numbers to estimate quotients. Inquiry – Each group of students will be given a bag of candy and will be instructed to explore ways in which the candy could be divided equally among the group. Interactive – students will be given a problem to connect a “real world” math problem to work we are doing in class. Students will view visual animation 8-2. Teacher and students will talk through each screen. Students will observe teacher complete problems 1 and 2 on page 166. Teacher will use think aloud to model thinking. Students will complete problems 3 through 6 on page 166 on white boards. Teacher will monitor the students' work. When students make errors, teacher will offer suggestions on how to correct the work. Students will complete independently problems 9 through 13 on pg. 166. Teacher will monitor students' work. Each group of students will be given a problem solving question to work together to solve. One student from each group will share their solutions. Students will then be given a ticket out the door to check for understanding.
Questions	What information is needed to solve the problem? What operation do you use to find about how many rubber bands Max can use to make each rubber band ball? Is the value of 720 greater than or less than the value of 700? Will 720/9 be greater than or less than 700/9? When might you want to estimate the answer to a division problem?
Practice and Review	Students will be completing independently pg. 166 numbers 9 through 13. Work will be reviewed to see if re-teaching is necessary. Students will be completing a problem solving question in their journal and presenting their solutions.
Closure	Refer back to “I can” statement. Fist to 5 to check for understanding. Preview tomorrow's lesson.
Assessment	Informal- Monitoring students' answers on white boards, students' oral answers Formative - students' answers on independent practice, ticket out the door