Division

Name: Kristin Thompson School: Animas Valley

Elementary
Grade Level: 4th Number of Students in Class: 22
Topic: Long division Lesson Duration: 1 hour
Day, Date, and Time of Lesson: February 15, 2017
1. Objective(s):
Students will solve word problems using number blocks as an aid to their long
division.
2. ColoradoAcademicStandards:
Content area: Mathematics
Standard: 4. Shape, Dimension, and Geometric Relationships
Concepts and skills students master: 1. Appropriate measurement tools, units, and
systems are used to measure different attributes of objects and time
Evidence Outcomes: a. Solve problems involving measurement and conversion of
measurements from a larger unit to a smaller unit. (CCS: 4.MD)
iii. Use the four operations to solve word problems involving distances, intervals of
time, liquid volumes, masses of objects, and money including problems involving
simple fractions or decimals, and problems that require expressing measurements
given in a larger unit in terms of a smaller unit. (CCSS: 4.MD.2)

Vocabulary to review:
- Dividend
- Divisor
- Quotient
3. Learning Target(s):
I can use number blocks to help me divide long division word problems.

4. Assessment:
Formative:SPARKLEwhoknowsthelongdivisionprocess?
Summative:Turninworksheetatendofclass.
5. Materials:
Numberblocks
Worksheets
Pencils
Whiteboards
Multiplicationsheets
Markers
6. EssentialQuestionsorBigPictureStatement:
Isitpossibletomakedivisionoflargenumberseasier?
7. Introduction/AnticipatorySet:
Reviewthestrategiestousewhenstuckonamathproblem.
- Writestrategiesontheboard.
Rememberthestrategyfromthemathvideoyesterday?
8. ****StepbyStepLessonProcess:****
a. Anticipatoryset.
b. Whatarethestepsofalongdivisionproblemagain?
Writestepsonthewhiteboard.
PlaySPARK!Toreviewstepsoflongdivision.
Youtubevideo(ifneeded):https://www.youtube.com/watch?
v=VvQelzRQe7k
c. Reviewvocabularywhenreadingthemathproblems.
Reviewthevocabasyouaretalkingthroughtheproblemswiththe
students.
d. Introducethenumberblocks.
Modelhowtousethenumberblockswith#3ontheworksheet.
e. Guidestudentsthroughafewproblems.
Highlightwhatpartoftheproblemyouareworkingon.(Helpsstudents
visualizeandnotgetmixedup.)
f. Givestudentsaproblemtotryontheirown.
Helpthosethatneedit.
Forthosethataregettingtheproblem,sendthemtotheirdeskstocontinue
workingINDEPENDENTLY!(Rulesforworkingindependently.)
g. Wrapup:Doyouhaveanynewstrategiestousealongwiththenumberblocksthat
youwouldliketosharewiththeclass?
Createalistforstrategiestousewithnumberblocks.

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arethere?
2. 33kidsareonasoccerteam.Onemomdrivestheteambackandforthtogames.Shecan
fit5kidsinhercar.Howmanytripsdoessheneedtotake?

3. Thereare965lightbulbs.Thereare8Dcells.Howmanycircuitscanbemade?

4. Thereare476Valentinescards.Macywantstodividethemequallybetween9baskets.
HowmanyValentinescardswilleachbaskethave?

5. Juliemade$328sellingcupcakesforherschoolsfundraiser.Eachcupcakewas$4.How
manycupcakesdidshesell?

6. Mikaylamade$294fromdonations.7peopledonatedmoney.Eachpersongavethesame
amountofmoney.Howmuchmoneydideachpersondonate?
 CHALLENGE PROBLEMS!

1. Astudentwantedtoraise$8,736forfamiliesinneed.Shewassellingbraceletstoraise
themoney.Eachbraceletwas$9.Howmanybraceletsdidsheneedtosell?

2. Aboysetupalemonadestandtoraisemoneytogototheamusementpark.Eachcupof
lemonadewas$3.Heraised$2,754.Howmanycupsoflemonadedidhesell?