Dividing by Tens

Candidate Name: Alex Dailey Host Teacher Name: Kate Mullin

School: Keet Gooshi Heen Grade Level: 5 # of Students: ~20
Date & Time of Lesson: TBD Length of Lesson: ~1 hour
Topic of Lesson: Patterns in Division Content Area:
Math – Dividing with 2 digit divisors
Materials: Include all materials including technology:
Smartboard, whiteboard, 1 blank piece of paper, 3 different handouts based on ability level

Alaska Content Standard: 5.NBT.6.

Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit
divisors, using strategies based on place value, the properties of operations, and/or the
relationship between multiplication and division. Illustrate and explain the calculation by
using equations, rectangular arrays, number lines, real life situations, and/or area models.

(Transfer) Goal(s) - Unpacked Standard:

Students will be able to use their knowledge of place value, basic problems, and patterns they
discover to solve for unfamiliar division problems.

STAGE 1 – Essential Questions and Enduring Understandings

Enduring Understanding(s) What Essential Questions will be Considered? (Q)
Students will understand that….
 Is there a best way to solve math problems?
 Math problems can be simplified by observing  Do number patterns always hold true?
the place value of digits and following the rules
of known number patterns.

STAGE 1 - Objectives
What students should know…. What students should be able to do….

 The number XYZ is the same as X  Determine the pattern in a set of equations
hundreds, Y tens, and Z ones. whose digits are the same but hold different
 That a math problem such as 2500 place values (24/6=4, 240/6=40, 240/60=4,
divided by 50 is equivalent to 250 tens 2400/60=40, etc.).
divided by 5 tens.  Calculate the quotient of a division problem
containing a 2-digit divisor that is a multiple
 That the quotient of a division problem
of ten (3500/70=50).
increases by a factor of 10 for every
factor of 10 that the dividend is
increased by; and is reduced by a
factor of 10 for every factor of 10 that
the divisor is increased by.

STAGE TWO: Assessment (Identify Desired Results)

Formative
 In response to the warm-up question, students
will write the answer they believe to be correct
on a piece of paper and hold it up. Some students
will be asked to explain the reasoning behind
their answers.
 Students will participate and be prompted to
explain their thinking and understandings
during a guided exploration and discussion of
patterns found in division equations that have
the same digits holding different place values.
Summative
 Based on their responses to the warm-up
question and the class discussion, students
will be given one of three differentiated
worksheets to complete. Each worksheet will
provide students the opportunity to
demonstrate their understanding through
the completion of practice problems as well
as ask students to explain their reasoning.
These will be turned in at the end of the
lesson

STAGE THREE: Opportunities to Learn

Introduction/Hook
 Introduce a problem on the smart board – ask students to not blurt out the answer if they think
they know it. “There are 30 dinosaurs with robotic laser vision and 2400 angry turkeys in an epic
battle. If each dinosaur blasts the same number of turkeys with their lasers, how many does each
dinosaur need to destroy?” Have students attempt the problem, writing it as large as they can
when they are finished. Allow students one minute. After the minute is up, have students hold up
their answers. Briefly survey the classroom to see which students already know how to divide by
multiples of ten.

Processes and products Differentiation/Accommodations/Modifications

 Do not say which answers are correct and
which are not. Starting with those who seem
to have some misconceptions, call on
students with different answers to explain
their reasoning. After hearing from a
student with the correct answer, ask if
anyone got that answer using different
steps. Highlight the fact that while there is
only one answer, there is no “right” way to
do math. However, there are easier and
harder ways to do math. (2400 / 30 = 80)
 Begin solving the problem by coming to an
agreement on the function we must use as
well as what the divisor and dividend are.
Discuss what numbers these terms
represent (when using the long division
symbol the dividend is at the end).
 Next talk about place value. What does 2400
mean? What does 30 mean? (30 ones) What
is another way of talking about these
numbers? (2 thousands and 4 hundreds = 24
hundreds = 240 tens) (3 tens = 30 ones).
Explore this with other numbers.
 Provide a supportive handout to explaining
the terms quotient, dividend, and divisor to
ELLs or any student who might benefit from
such a handout. Include a diagram.
Quotient
Divisor Dividend
 Have manipulatives prepared to show how
30 ones is the same as 3 tens.
 Include in the supportive handout how
multiplying the quotient by the divisor
should equal the dividend. Include a
diagram.
Quotient
Divisor Dividend
 Provide a second supportive handout
including the explanation of the dividend up
= quotient up, divisor up = quotient down,
pattern. Include visuals

 Explain how 2400 / 30 = 240 tens / 3 tens =

80 Dividend brings the quotient
 “Each dinosaur has to laser blast 80
turkeys.”
Talk about why we do this (it’s easier to
visualize smaller numbers).
 Ask if anyone checked their answer. Briefly
explain that it is always a good idea to
double check, even when you think you’re
right. How do you check to see if you got the
right quotient? Check your answer (30 x 80
= 2400)
 Not all problems are this easy, even when
we use tens. For instance, 720,000 / 80 =
72,000 tens / 8 tens. That’s still too big for
comfort. But we can use patterns to make
this easier.
72 / 8 = 9
720/ 8 = 90
720 / 80 = 9
7200 / 80 = 90
72000 / 80 = 900
72000 / 8 = 9000
720000 / 80 = 9000
 What do you see here? Whenever the
dividend increases by a factor of 10 the
quotient increases by a factor of 10.
Whenever the divisor increases by a factor of
10 the quotient decreases by a factor of ten.
When they both increase or decrease
together, the quotient remains the same.
Why is this?
 So if we had broken down a problem like
5,400 / 90 into 54 / 9 = 6. What does that tell
us the quotient actually is? Divisor &
Dividend up = quotient stays the same (540 /
90 = 6). Dividend up once more = quotient
goes up (5400 / 90 = 60). Double check (60 x
90 = 5400).
Closure:
Based on student responses to the warm up question and their contributions to class discussion, assign
students one of three worksheets to complete. All three worksheets will give students the chance to
practice using their new knowledge of how place value and patterns contribute to simplifying division
problems. Each worksheet will also give students the opportunity to explain their understanding in
writing
Divisor brings the quotient
Dividend and divisor the quotient stays the same
 The worksheets provided in the lesson
closure will be differentiated to match the
conceptual understandings and ability levels
of different students.
 Students who demonstrated a strong
understanding and ability to complete
division problems with 2-digit divisors will
be given a worksheet with higher numbered
word problems and asked to explain why the
strategies explored in the day’s lesson work.
 Students who are on the verge of
understanding and show a clear ability to
complete basic division facts will be given a
worksheet with many number problems and
1 word problem - all based around place
value and pattern recognition. These
students will also be prompted to document
their thought process for the word problem.
 Students who showed a clear lack of
understanding and a need for remedial
support will be given a worksheet based
around understanding and solving basic
division facts and understanding place value
concepts. This worksheet will also contain a
set of equations who share similar digits
that represent different values. They will be
asked to analyze the patterns they find. This
worksheet should contain lots of visuals and
students should be provided with
manipulatives. Students will be asked to
show their work.
 I will float between groups, focusing mainly
on working with those in the intermediate
and lower-level groups.
 Students may partner up to complete these
worksheets if they prefer.
 Post Lesson Reflection

In my differentiated lesson, I introduced division with 2-digit divisors. Because it was an introductory lesson,
my focus was more on understanding the concept than learning any specific algorithms. As such, I was able to
differentiate my lesson in a much more meaningful way than simply offering students practice with easier or
harder level problems.

Before I explain how I differentiated the lesson, I have to share what I believe differentiation to be.
Differentiation, unlike UDL or instructional accommodations, addresses different depths of understanding and
different ability levels based on those varying depths of understanding. When you differentiate, you’re
providing instruction or material to students on a level that will allow them to grow the most efficiently. Think
in terms of Vygotsky’s Zone of Proximal Development. If you don’t have a clear understanding of
multiplication, then you’re not going to learn much from a lesson on division. On the flip side, if you already
know how to divide, then you’re not going to learn much either. That’s why differentiation is a reactive process.
You must figure out what level of understanding your students have before you can provide them with a lesson
that best meets their learning needs.

UDL, a proactive process, addresses different ways of understanding. People think and understand the world in
different ways and so as teachers, to meet the needs of all of our students, we allow them to learn and
demonstrate their understanding in ways that best match their individuality. Think Gardner’s Multiple
Intelligence Theory.

Accommodation, also procative, addresses students’ ability to understand or do specific things. A student with
limited finger dexterity might not be able to write for long periods of time so we accommodate by allowing
them to use voice-to-text technology. Or a student with a learning disability might have an exceptionally
difficult time grasping new concepts in the time you’ve allotted for a lesson, and so you accommodate your
instruction by providing additional support or offering more time for that student to complete the lesson.

The confusion between differentiation, UDL, and accommodation lies in the fact that many instructional
strategies have applications in all three modes of instruction. Using manipulatives in mathematics, for instance,
is often used for differentiation, UDL, and accommodation. Visual and physical manipulation of objects is often
helpful for developing understanding of abstract concepts and so it has clear implications for differentiating a
lesson based on a student’s level of understanding. Manipulatives also lend themselves to different types of
thinkers (visual, physical, etc.) and so they are often used for UDL purposes. Likewise, some students might
have difficulty visualizing abstract concepts and require accommodation, via physical manipulatives, in order to
successfully participate in the activity.

Because this was differentiated lesson, before I could meet the needs of my students, I had to first learn what
they did or did not already understand – I had to assess their knowledge.

I began the lesson by posing a division problem to the class about dinosaurs, lasers, and turkeys (a winning
combination). On their own, students were to attempt the problem and then all-together, hold up the answer they
believed to be correct on a piece of paper that I could see. Right away, this gave me an idea of who could
recognize a division problem and who at least had some idea of how to solve one.
I then called on various students to explain their reasoning to the class, giving me an even better idea of who
truly understood the concept and strategies of division. Next, I guided the students through a discussion in
where we identified the steps and solved the problem to find the correct answer. During the discussion, I did my
best to call-on or ask questions of students who I had not heard from yet. We followed this up with another
discussion where we discovered patterns in place value and talked about how these patterns can help us solve
more difficult division problems. Again, I searched out input from students who had not contributed so as to
determine their levels of understanding.
By the time we were done, the class had successfully discovered strategies for division and I had a pretty clear
idea of which students would benefit from more challenging work with division and which students would
probably benefit from revisiting the basic concepts behind division. I then handed out a support sheet including
terminology, facts, and a strategy for checking work as well as differentiated worksheets to each student based
on the level of understanding I believed they had. I also allowed students to partner up with another classmate
who had the same worksheet if they liked, but encouraged students who didn’t think they needed a partner to
work on their own.

The results were amazing. This turned out to be one of the most successful lessons I’ve taught (I haven’t taught
many, but still…). Usually, in this class, there is a fair number of students who wind up off-task whenever we
start doing seatwork. Some kids goof off, others get distracted with books or trinkets, and others completely
withdraw or shut down. With this lesson, I noticed right away that almost all the students in the class were
engaged and every single student was working. Everyone was on task!

I was particularly impressed with the amount of work being put in by the lower-performing students. They went
to work straight away and never looked back. Some of them even finished their worksheet early and asked for
more. I handed them the intermediate worksheet and they went straight to work on that. And these are kids who
typically leave the room during math time for specialized assistance. I realized that by providing some of these
students with a more basic worksheet at first, I was providing them with a means to self-scaffold into stronger
understandings of the lesson concept.

The lower level worksheet I provided had problems that helped these students recognize and apply the basic
concepts behind division with dividing large numbers by 2-digit divisors. The problems were familiar and
simple enough that these students felt able to succeed. And when they were successful, they became
invigorated.

I tried to fill the upper level worksheet with complicated word problems that were either interesting or relevant.
I think it worked. Even the brightest students in the class had to stop, think, and work together to solve the
problems. And none of them tried to sneak out their silent reading books (they do this a lot, it’s one of those
good problems I think).

With everyone on-task, I was able to spend my time and energy to providing guidance to students who needed
assistance as opposed to spending it re-focusing students on the work they were supposed to be doing. I was
basically free to be a teacher as opposed to being an organizer. In short, the lesson was a huge success.
Everyone was focused on learning, and as a result, just about everyone met the learning goals I had set.

Now, if I can just find a program that allows me to create worksheets quickly. I used Microsoft Publisher and
let’s just say that it wasn’t fun.
 Activity A

Name ___________________________________ Date _________________

Samson wants to read all 350 books in the fantasy section

There are 42,000 storm troopers
on the Death Star organized into
platoons of 40. How many
platoons of Stormtroopers are
there?
of his school’s library before he graduates. He has
determined that he needs to read 30 books each year for
the next 7 years. He’s already read 70 books. Check
Samson’s math. Will he finish in time? Show your work.

What if there were 420,000

Stormtroopers? How many
platoons?

This year the herring fleet has decided to split the money they At one point Alex Rodriguez was
make from the season evenly between all boats. As a herring making 32 million dollars a season.
fisherman, how would you figure out how much money you If he played 160 games a year, about
would make? how much money did A-rod earn
each game? Explain your thought
process.
What would represent your divisor and quotient?

Would you want there to be more or fewer boats fishing for

herring? Why?

If you knew the fleet was going to catch 5.6 million dollars
worth of herring and there were going to be 50 boats, how
much money would you make?

Come up with your own story problem involving division using a 2-digit divisor
 Activity B
Name ___________________________________ Date _________________

90 450 20 62,000 810 ÷ 90 =

3,200 / 80 = 50 750,000 600 360,000

2,400 ÷ 4 =
25,000 / 500 = 30 2,100,000

If 8,000 divided by 20 were If 72,000 divided by 90 If 800 divided by 50 equals

changed to 800 divided by equals 800, what would 16, what would 800 divided
20, would the quotient 7,200 divided by 90 equal? by 5 equal?
increase or decrease?
_____________________ _____________________ _____________________

Explain why 2,500 ÷ 50 gives you the same quotient as 250 ÷ 5.

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
It’s your twelfth birthday and you’re having a massive party. I’m talking
HUGE... Chef Gordon Ramsay has prepared 60,000 cupcakes for the
occasion. If your birthday lasts 5 hours and you’ve decided that each of
your guests are going to eat 20 of your delicious birthday cupcakes, how
many partiers can party hardy at your birthday? Explain your thought
process and check your work.

What if your birthday lasts 10 hours?

What if you you’re friends aren’t as piggy as you thought and only eat 10
cupcakes a piece? Without doing the math over again, how many friends
would you be able to invite?

What kind of friends eat 20 cupcakes? Your party is weird.

 Activity C
Name ___________________________________ Date _________________

4 24 6 24 7 42 9 36

3 75 9 81 2 48 7 35

8 88 9 72 4 40 3 21

What do the underlined numbers below represent? (Hundreds, Tens, Ones, etc.)

3,578 409 788 310,913

____________________ ____________________ ____________________

_____________________

Express the number 3,800 Express the number 490 in Express the number 430
in terms of hundreds terms of tens in terms of ones

______________________ ________________________ ____________________

_
 Solve the problems below, then explain in words any patterns you see

64 / 8 = 45 / 5 =
640 / 8 = 450 / 50 =
6,400 / 8 = 450 / 5
6,400 / 80 = 4,500 / 5 =
640 / 80 = 4,500 / 50 =
6,400 / 800 = 4,500 / 500 =

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____

If you found a killer deal on tech decks for 20¢ a piece and you had 4,000 pennies, how would you
figure out how many you could buy? How would you write this as a math problem?

How many could you buy? Show your work.

If each tech deck can support about 10 pounds, how many tech decks would it take to carry you around
the skate park? You’ll need to know how much you weigh. You may round to the nearest 10 pounds.
 Division Concept Support Handout

Division Terms

Quotient
Diviso Dividend Dividend Diviso Quotient
r r

How to check your work

Quotient
Diviso Dividend
r

Dividend Diviso Quotient

r

Division Patterns

Dividend Quotient Dividend Quotient

Diviso Quotient Diviso Quotient

r r

Divisor & Dividend Quotient stays the same