lesson plan- Bus stop method- division PDF

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lesson plan- Year 5...

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SUGGESTED FORMAT FOR LESSON PLANNING Please highlight as appropriate This is largely the school’s planning I planned this with support from school I planned this independently

LESSON PLAN Date th

17 March 2020

NC / Development Matters Links

Subject Duration of Lesson

10 mins

Year Group 5

‘divide numbers up to 4 digits by a onedigit number using the formal written method of short division and interpret remainders appropriately for the context’National curriculum

My teaching target appropriate to this lesson -Model work clearly for the children. Implications from Previous Learning / Assessment and Possible Misconceptions -I know children have previously done this method before, so this is supporting children previous knowledge int his area. -through doing this it supports children and refreshes their memory on this topic, supporting them in lesson when they need to calculate division. -Children may attend tutoring at home so may have supporting knowledge of this topic. Possible misconceptions -Children may forget to carry the remainder over or carry over the wrong remainder. To pre-empt this, I would model the work and emphasise the importance on carrying over the right number. Learning Intentions/Success Criteria -I want the children to learn how to use bus stop method to work out division calculations. -Children will be able to understand how to use the bus stop method, and hopefully remember it for future in class. -I will support children in different ways to support them with this work. Indicativ e Time

What am I going to teach? What do I want the children to learn?

How am I going to facilitate this?

-I’m going to teach the children how to calculate a division equation using the bus stop method. -I would like the children to learn how to sue it and understand how and why etc. I would also like children to learn how to do it so they can sue it in their future lessons. -Each part of the lesson the children will learn how to use the bus stop method through different ways i.e. through a calculation and a word problem.

-I will ensure I am using the right vocabulary while modelling and explain this method. - I will model the method to support all children. -I will also ensure I have resources to support and challenge all children, which will ensure children needs are met. -I will assess if children have learnt what I taught through their responses and the work they do on their whiteboards.

Role of adults (TS 8) -To support children throughout activity -To gain any advice from colleagues throughout if they have any suggestions for the activity. Classroom Management (TS 4 and 7) -I will ensure I promote school ethos of respect throughout, ensuring the children are behaving suitably which I will do through having clear rules throughout. - I will also ensure I use the right teaching approaches throughout to keep children engaged with

this work. Health and Safety (TS 1 and Part 2) -Ensure children are in a safe and stimulating environment and are supported for their learning. -Ensure all resources children could use are safe for them to use. Assessment: Who will I be assessing? How will I assess? What am I assessing? When will I be assessing? (TS 6) -I will assess through what children’s work looks like, their answers but not just their answers, their workings out and the method they use. -I will also assess through children’s responses. This won’t be from asking children question and them putting their hand up, I will choose randomly from a lollipop stick. -I will see whole class progress through observation throughout. Extension/Further Activities (TS 1 and 5) -I will extend this by offering extension task for children who finish the main task. - with this I will support lowers by supplying them with a sheet that shows how to complete this method to support them throughout.

Evaluation and Future Planning Impact on Children’s Learning and Evidence for this

Impact on My Learning

Implications for My Future Practice...