Division Part 1 – Lesson Plan Ideas(wk1)

Subject: Mathematics

Strand: Number

Grade 4 – Term 3 – Unit 1 – Week 1

Duration: 5 x 60 minutes

Focu Question: How do I use my calculator to determine and prove results?

Attainment Target: Operate with numbers and number Patterns

Benchmark:

Compute with whole numbers accurately and fluently; use these skills to find answers in realistic problem situations.

• Model the number operations: division of five digit numbers by up to two digit numbers.
  • Use mathematical tools to reinforce proof and aid computation.

Day One:

Understanding Division Terms

Specfic Objective: Students will be able to:

• define and use the terms dividend, quotient, divisor, and remainder in sentences requiring division.

Materials: Whiteboard or chalkboard, Markers or chalk, Student notebooks or paper, Pencils or pens

Engagen: Introduction

1. Begin the lesson by asking students if they know what division is and how it works.
2. After a brief discussion, explain that division is a mathematical operation that helps us share or distribute objects or quantities equally.
3. Ask students if they have heard of the terms dividend, divisor, quotient, and remainder before. If so, ask them to share what they think these terms mean.

Explain and Explore: Direct Instruction

1. Write the term “dividend” on the board and ask students if they know what it means.
2. Explain that the dividend is the number being divided in a division problem.
3. Write a sample division problem on the board (e.g. 15 ÷ 3 = ?) and ask students to identify the dividend in the problem.
4. Repeat the process for the terms “divisor”, “quotient”, and “remainder”, making sure to provide examples of each and have students identify them in division problems.

Elaborate: Guided Practice

1. Have students work in pairs or small groups to come up with their own division problems that include the terms dividend, divisor, quotient, and remainder.
2. As students work, circulate around the room and provide support as needed.
3. Once students have created their division problems, have them share their problems with the class and have the class identify the dividend, divisor, quotient, and remainder in each problem.

Evaluate: Independent Practice

1. Distribute a worksheet or handout with division problems that include the terms dividend, divisor, quotient, and remainder.
2. Have students complete the worksheet independently, checking their work as they go.
3. Once students have finished, review the answers as a class and discuss any questions or concerns that students may have.

Assessment: Conclusion :

1. To wrap up the lesson, review the key terms covered in the lesson, emphasizing their meanings and how they are used in division problems.
2. Encourage students to practice using these terms as they work on division problems in the future.

Please see the following tier activities: and content outline/materials

Day Two:

Dividing Numbers with Long Division

Objective: Students will be able to:

• divide numbers of up to five digits by numbers up to two digits, with or without remainder.

Materials: Whiteboard and markers, Long division worksheets, Calculator (optional)

Engage: Introduction

1. Begin the lesson by reviewing the key vocabulary words: dividend, divisor, quotient, and remainder.
2. Write a simple division problem on the board, such as 456 ÷ 3. Ask students to share their strategies for solving the problem.
3. Introduce the long division algorithm as a method for solving division problems with larger numbers.

Explain and Explore: Direct Instruction

1. Model the process of long division using a simple problem such as 684 ÷ 4. Show students how to set up the problem with the dividend inside the long division symbol and the divisor outside.
2. Demonstrate how to divide each digit of the dividend by the divisor, starting with the leftmost digit, and write the quotient above each digit.
3. If there is a remainder, explain how to carry it over to the next digit and continue the process until all digits have been divided.
4. Show students how to check their work by multiplying the quotient and divisor and adding any remainder to the product. The result should equal the original dividend.

Elaborate: Guided Practice:

1. Distribute long division worksheets to students and have them work in pairs to solve problems.
2. Circulate around the classroom to provide assistance and answer questions.
3. Provide opportunities for students to check their work with calculators or by multiplying the quotient and divisor and adding any remainder.

Evaluate: Independent Practice:

1. Assign additional long division problems for homework.
2. Encourage students to use the long division algorithm to solve real-world problems, such as dividing up a pizza or sharing a set of toys equally among a group of children.

Assessment:

Monitor students’ progress throughout the lesson by observing their problem-solving strategies and providing feedback. Use the long division worksheets and homework assignments to assess students’ mastery of dividing numbers of up to five digits by numbers up to two digits, with or without remainder. Use a rubric or checklist to evaluate students’ ability to use the long division algorithm correctly and check their work.

Day Three:

Dividing Numbers with Zero in the Tens or Hundreds Place

Objective: Students will be able to:

• divide a 3, 4, or 5-digit number so that zero is a digit in the tens and/or hundreds place in the quotient.

Materials: Whiteboard and markers, Division worksheets with numbers that have zero in the tens or hundreds place, Calculator (optional)

Engage: Introduction

1. Begin the lesson by reviewing the key vocabulary words: dividend, divisor, quotient, and remainder.
2. Write a division problem on the board that has a zero in the tens or hundreds place in the quotient, such as 8200 ÷ 20. Ask students to share their strategies for solving the problem.

Explain and Explore: Direct Instruction:

1. Model the process of long division using a problem that has a zero in the tens or hundreds place, such as 8700 ÷ 30. Show students how to set up the problem with the dividend inside the long division symbol and the divisor outside.
2. Demonstrate how to divide the digit in the hundreds place by the divisor and write the quotient above the digit. If the quotient is zero, write a zero in the tens place and continue with the next digit.
3. Show students how to divide each digit of the dividend by the divisor, starting with the leftmost digit, and write the quotient above each digit. If the quotient is zero, write a zero in the tens place and continue with the next digit.
4. If there is a remainder, explain how to carry it over to the next digit and continue the process until all digits have been divided.
5. Show students how to check their work by multiplying the quotient and divisor and adding any remainder to the product. The result should equal the original dividend.

Elaborate: Guided Practice

1. Distribute division worksheets to students and have them work in pairs to solve problems that have a zero in the tens or hundreds place.
2. Circulate around the classroom to provide assistance and answer questions.
3. Provide opportunities for students to check their work with calculators or by multiplying the quotient and divisor and adding any remainder.

Evaluate: Independent Practice

1. Assign additional division problems for homework that have a zero in the tens or hundreds place in the quotient.
2. Encourage students to use the long division algorithm to solve real-world problems, such as dividing up a budget or calculating the average weight of a set of objects.

Assessment:

Monitor students’ progress throughout the lesson by observing their problem-solving strategies and providing feedback. Use the division worksheets and homework assignments to assess students’ mastery of dividing numbers with zero in the tens or hundreds place in the quotient. Use a rubric or checklist to evaluate students’ ability to use the long division algorithm correctly and check their work.

Day Four:

Divisibility Rules

Specific Objective: Students will be able to:

• test numbers for divisibility by 2, 3, or 4 using the appropriate rules.

Materials: Whiteboard or chart paper, Markers, Pencils, Handout with practice problems, Divisibility rule cheat sheet

Engage: Introduction

1. Begin by asking students if they know what divisibility means. Write the definition on the board or chart paper.
2. Ask students if they know any rules for determining if a number is divisible by another number. Write their answers on the board or chart paper.
3. Explain that today they will be learning specific rules for testing divisibility by 2, 3, and 4.

Explain: Direct Instruction

1. Distribute the handout with practice problems and the divisibility rule cheat sheet.
2. Review the rules for divisibility by 2, 3, and 4.
3. Model how to use the rules to determine whether a number is divisible by 2, 3, or 4. Have students follow along and practice using their own pencils and handouts.

Explore: Guided Practice

1. Write a series of numbers on the board or chart paper.
2. Have students work in pairs to apply the divisibility rules to each number and determine if they are divisible by 2, 3, or 4.
3. Circulate around the room to provide assistance and feedback.

Elaborate: Independent Practice

1. Distribute a new set of practice problems for students to work on individually.
2. Have students check their work with a partner using the divisibility rule cheat sheet.
3. Circulate around the room to provide assistance and feedback.

Evaluate:

1. Review the rules for divisibility by 2, 3, and 4.
2. Ask students to share any insights or observations they had during the lesson.
3. Remind students to practice using the rules on their own.

Assessment:

• Observe students during the lesson to ensure they are using the divisibility rules correctly.
• Collect and grade the handout with practice problems to assess individual student understanding.

Lesson Plans for Other Subject areas:

Mathematics – Gr.4(wk2), Mathematics – Gr.5, Mathematics – Gr.6

Science – Gr.4,

Social Studies – Gr.4