Subject: Mathematics
Strand: Number
Grade 4 – Term 3 – Unit 1 – Week 2
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:
Mixed Numbers in Division
Specific Objective: Students will be able to:
- express the answer to a division problem with remainder as a mixed number.
Materials: Whiteboard or chart paper, Markers, Divisible objects (e.g., counters, cubes, or small manipulatives), Division worksheets or handouts
Engage – Introduction:
Begin by reviewing the concept of division and the key vocabulary words: dividend, divisor, quotient, and remainder.
Ask students if they have encountered division problems where there is a remainder. Discuss their experiences and examples.
Explain – Direct Instruction:
Explain that when there is a remainder in a division problem, the answer can be expressed as a mixed number.
Model the process of converting the quotient and remainder into a mixed number using an example. For instance, if the division problem is 17 ÷ 4 and the remainder is 1, show how to express it as a mixed number: 4 1/4.
Discuss the meaning of the mixed number and emphasize that it represents a whole number and a fraction.
Explore – Guided Practice:
Distribute division worksheets or handouts with division problems that result in remainders.
Have students work in pairs or small groups to solve the problems and express the answers as mixed numbers.
Provide manipulatives such as counters or cubes for students to physically model the division problems if needed.
Circulate around the classroom to provide support, answer questions, and observe students’ progress.
Elaborate – Independent Practice:
Provide additional division problems with remainders for individual practice.
Encourage students to express the answers as mixed numbers.
Students can check their answers using calculators or by performing the division operation in reverse (multiplying the divisor by the quotient and adding the remainder).
Evaluate:
Review the concept of expressing division answers with remainders as mixed numbers.
Ask students to share some of the division problems they solved and how they expressed the answers.
Reinforce the importance of correctly identifying and interpreting the quotient and remainder.
Assessment:
Monitor students’ progress during the guided and independent practice to ensure they are correctly expressing the answers as mixed numbers.
Review students’ completed division worksheets or handouts to assess their understanding of converting remainders into mixed numbers.
Day Two:
Identifying and Correcting Division Mistakes
Specific Objective: Students will be able to:
- identify and correct wrong answers in problems involving division.
Materials: Whiteboard or chart paper, Markers, Division worksheets with incorrect answers, Corrected division worksheets, Pencils
Engage – Introduction:
Begin the lesson by reviewing the concept of division and the key vocabulary words: dividend, divisor, quotient, and remainder, using a video, powerpoint presentation etc.
Ask students if they have ever encountered incorrect answers in division problems. Discuss why it is important to check our work and correct mistakes.
Explain – Direct Instruction:
Explain that sometimes, division problems may have incorrect answers due to errors in calculation.
Model how to identify and correct wrong answers in division problems. Write an incorrect division problem and its incorrect answer on the board. Walk students through the steps of identifying the mistake and correcting it.
Emphasize the importance of using estimation and mental math to check if the answer seems reasonable.
Explore – Guided Practice:
Distribute division worksheets with incorrect answers to students.
In pairs or small groups, have students work together to identify the mistakes and correct the answers.
Circulate around the classroom to provide support, answer questions, and observe students’ progress.
Encourage students to explain their reasoning and justify their corrections.
Elaborate – Independent Practice:
Provide additional division worksheets with incorrect answers for individual practice.
Students should work independently to identify and correct the mistakes.
Encourage students to use estimation and mental math to check the reasonableness of their corrected answers.
Evaluate:
Discuss the importance of checking our work in division problems and correcting mistakes.
Ask students to share some of the incorrect answers they found and how they corrected them.
Summarize the key steps for identifying and correcting wrong answers in division problems.
Assessment:
Monitor students’ progress during the guided and independent practice to ensure they are correctly identifying and correcting the mistakes.
Review students’ completed division worksheets to assess their understanding of identifying and correcting wrong answers in division problems.
Day Three:
Mastering Division Facts
Specific Objective: Students will:
- discover, memorize, and recall all division facts up to at least 100 ÷ 10 = 10.
Materials: Whiteboard or chart paper, Markers, Flashcards or index cards with division fact equations (e.g., 10 ÷ 1, 10 ÷ 2, etc.), Timer or stopwatch
Engage – Introduction:
Begin the lesson by reviewing the concept of division and its relationship to multiplication.
Ask students if they know any division facts and write their responses on the board or chart paper.
Explain that in this lesson, they will explore and memorize division facts up to at least 100 ÷ 10 = 10.
Explain – Direct Instruction:
Introduce a division fact equation, such as 10 ÷ 2 = __, and ask students to solve it mentally.
Write the equation on the board or chart paper and ask for volunteers to share their answers and strategies.
Discuss the correct answer and the different strategies used by students.
Repeat this process for a few more division fact equations, gradually increasing the difficulty.
Explore – Guided Practice:
Distribute the flashcards or index cards with division fact equations to students.
In pairs or small groups, have students take turns flipping a card, reading the equation aloud, and solving it mentally.
Set a timer or use a stopwatch to encourage students to solve as many equations as they can within a given time limit (e.g., 1 minute).
Rotate the cards among the groups, allowing students to practice different division facts.
Elaborate – Independent Practice:
Have each student create their own set of flashcards with division fact equations using index cards or paper.
In pairs, students take turns flipping a card, reading the equation aloud, and solving it mentally.
Encourage students to challenge themselves by setting a timer or competing against their own previous records.
Evaluate:
Ask students to share any new division facts they discovered or strategies they found helpful.
Review the importance of memorizing division facts to improve fluency in mathematical calculations.
Provide resources, such as online games or printable worksheets, for students to continue practicing division facts at home.
Assessment:
Observe students’ participation and engagement during the guided and independent practice activities.
Use informal questioning and monitoring to assess students’ ability to recall division facts accurately and quickly.
Review students’ self-created flashcards to assess their understanding and mastery of division facts.
Day Four & Five:
Exploring Calculator Keys
Specific Objectives: Students will be able to:
- identify and use the keys on a pocket calculator.
- Use the calculator to check answers.
Materials: Pocket calculators (one for each student or pair of students), Whiteboard or chart paper, Markers, Sample calculation problems or worksheets
Engage – Introduction:
Begin the lesson by asking students if they have ever used a calculator before. Discuss their experiences and what they know about calculators.
Explain that in this lesson, they will be learning how to identify and use the different keys on a pocket calculator.
Explain – Direct Instruction:
Display a pocket calculator and point out the various keys, including the number keys, arithmetic operation keys (+, -, ×, ÷), equal (=) key, clear (C) key, and other function keys (if applicable).
Write the names of the keys on the whiteboard or chart paper, and briefly explain the purpose of each key.
Demonstrate how to use the number keys to enter values and the arithmetic operation keys to perform calculations.
Model how to use the equal key to obtain the result and the clear key to clear the display for a new calculation.
Explore – Guided Practice:
Distribute a pocket calculator to each student or pair of students.
Provide sample calculation problems or worksheets for students to practice using the calculator keys.
Instruct students to work through the problems step by step, using the appropriate keys on the calculator.
Circulate around the classroom to provide support, answer questions, and observe students’ progress.
Elaborate – Independent Practice:
Ask students to create their own calculation problems or provide them with additional worksheets.
Students should use their pocket calculators to solve the problems independently.
Encourage students to experiment with different keys on the calculator to become more familiar with their functions.
Evaluate:
Review the different keys on the pocket calculator with the class.
Ask students to share any new discoveries or tips they have learned about using the calculator.
Discuss situations where using a calculator can be helpful, such as checking calculations or solving complex problems.
Assessment:
Observe students during the guided and independent practice to ensure they are correctly using the keys on the pocket calculator.
Review students’ completed calculation problems or worksheets to assess their understanding of using the calculator for various calculations.
Lesson Plans for Other Subject areas:
Mathematics – Gr.4(wk1), Mathematics – Gr.5, Mathematics – Gr.6
Social Studies – Gr.4
Read It Yourself Educational Resources 
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