Monday

Prepared by: Samantha Krozek

Grade: 5th
Subject: Math
Topic: Base Ten Division
Common core standard:
CCSS.MATH.CONTENT.5.NBT.B.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,
and/or area models
Objectives:
Students will individually illustrate and/or explain a division problem using the Number Pieces app by
Math Learning Center.
Materials:

 Base ten blocks

 Individual white boards, erasers, markers
 Promethean board
 Individual student iPads
Vocabulary:

 Divisor – a number that will divide the dividend

 Dividend – the number being divided
 Quotient – the answer to a division problem
Anticipatory set:

 Go over vocabulary related to division. Write them on the board as you go over them with an
example showing which vocab represents which.
 Review what base 10 blocks are and their relationships to each other. Ask students “Why would
ten 10 blocks be the same as 100.” Or “How do we know?”
 Have students get out white boards, markers, and erasers. Students know where to find them in
the room.
Body:

 Go over the goal for today: to be able to show visuals of division problems using groupings of
base ten blocks.
 Present a few problems on the promethean for them to do on their white boards
o 32 ÷ 3 19 ÷ 2 62 ÷ 4 66 ÷ 7
o Take the number of tens and ones blocks you start with in each problem, and divide it by
the divisor by drawing that number of groups. Split the dividend evenly within the
groups, and if there is any leftover, that is your remainder, written “R__”.
 o Ask questions to the class such as “Why would you draw that number of groups and not a
different number of groups?”
o “How can we check our answer?”
 Have them walk over to get their iPads. Pull up the app Number Pieces. Remind them they’ve
worked with this app before so only spend a minute reminding them of the features of the app.
Conclusion:

 Problem to be assessed using their Number Pieces app: 75 ÷ 6

 Go over what they need on their assessment question:
o Their name, the problem with answer, any remainder, check by multiplying
 Anyone who finishes early can try doing the problems: 278/6 or 135/11, their choice.
Assessment:

 Students will use the same strategy to illustrate their problem and use multiplication to check
their answer.
 Students will print and hand in their result. This will be assessed based on if they included their
visual of the groups, their answer is correct, neatness to be able to distinguish groups, and they
showed some way of checking their answer. Therefore, it is out of 4 points. This is used as an
informal assessment to guide instruction for the following day. We may or may not have to
review this topic.
Differentiated instruction:

 Students were provided a couple ways to access the content. Actual base ten blocks were an
alternative option to the white board that used drawings of base ten blocks. An extension problem
is also given for those who finish quickly; with this extension, they get a choice of which problem
they want to try, which also differentiates instruction to the student’s needs since we have some
students that appear to be gifted and often are ahead of everyone else. Students are told that they
can either write out an explanation with their problem or just leave it with the groups and the
answer. Our student who is newly receiving special education services is seated at the front so I
can follow her work and make sure she is on track when I am at the board.
 Tuesday
Topic: Review of previous division topics
Common core standard:
CCSS.MATH.CONTENT.5.NBT.B.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,
and/or area models
Objectives:
In pairs, students will apply the divisibility rules to various two digit numbers.
In pairs, students will use division strategies (base ten, division patterns) to solve multi-digit problems.
In pairs, students will use compatible numbers to estimate division problems.
Materials:

 Base ten blocks

 Promethean board
 Student’s “cheat sheet” divisibility rules out
 Papers: Lesson 4: Reteaching Division Patterns
o Applying the Divisibility Rules sheet
o Lesson 5 Reteach: Estimating quotients
o Base Ten Block Division sheet

Vocabulary:

 Divisor – a number that will divide the dividend

 Dividend – the number being divided
 Quotient – the answer to a division problem
 Compatible numbers – numbers that work well together, are easy to work with
Anticipatory set:

 Briefly review vocabulary with class

 Review what they know in each topic:
o Division patterns: use your basic facts, you can only cross out zeros when there are zeros
on either side of the division sign (in the dividend and the divisor). Ask them why they
cross out the zeros for deeper understanding.
o Divisibility rules: Ask them to state each rule.
o Estimating quotients: Ask them what kind of numbers do you use to estimate?
(compatible numbers) Ask them why they would use them and not just round to the
nearest ten or hundred. Remind them to use their basic facts to solve the problem by
underlining ( 560 ÷ 80)
o Base ten division: Remind them to draw neatly, no overlapping boxes, set yourself up for
success by making the boxes large enough for you to fit your blocks in, use divisibility
rules to know if you’ll have a remainder, check by multiplying quotient x divisor +
 remainder = dividend. Ask them for this equation. Ask “How do we know how many
groups?”. Ask “What blocks, the hundreds, tens, or ones, would make sense to start with
when dividing them out?” “Why would it make sense to trade in the 100s blocks for 10s
instead of ones?”
Body:

 Have designated “paper peeps” help pass out the packet of papers.
 Tell students the goal of the lesson: to review what we’ve learned and see if you are
understanding division patterns, divisibility patterns, estimating quotients, and base ten division.
 Do a handful of problems with the class on each worksheet or until informal assessment allows
you to confidently set the class off into pairs to do the rest of the problems on the work sheets.
For example, on the Estimating Quotients worksheet, there are 15 problems. Do around 5 or so of
them together before sending them off in their pairs, or until your best judgement says they are
ready.
 Picks sticks to allow students to pair themselves with another student. Pair NK with WH, who is
stronger in math.
Conclusion:

 Ask the class what divisibility topic they felt most confident in and which they felt least confident
in. Plan instruction accordingly to support those who need help in a certain area.
Assessment:

 Students are informally assessed based on their self-assessments and formally assessed based on
the worksheets they did in pairs. The base ten division section was worth 1 point each question (4
points total), estimating quotients was worth 4.5 points ( ½ a point for each question done in
pairs, division patterns worth 13.5 points (each ½ a point), and the divisibility rules were based
on 1 point for each rule correct, with 6 points total. In all, the total points add up to 26.
Differentiated instruction:

 Base ten blocks were an alternative option, as well as the number pieces app, which serves the
same purpose. Students were allowed to use those for the base ten division problems. The base
ten division section included pre-made boxes or groups that allowed the students to visually see
how the groups should be set up and how many there should be. Our student who is now
receiving special education services is seated at the front so I can follow her work and make sure
she is on track when I am at the board. I also paired her with one of the other girls who is very
strong in math.
 Wednesday
Topic: Distributive Property
Common core standard:
CCSS.MATH.CONTENT.5.NBT.B.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,
and/or area models
Objectives:
In pairs, students will use the distributive property to solve a worksheet of ten multi-digit division
problems.
Materials:

 Promethean board
 Student math book
 Student’s resource material – puzzle piece diagram
 Worksheet with 10 division problems
Vocabulary:

 Distributive property – a way to divide each place- value position by the same factor
o Aka: split up the dividend into a sum and distribute our divisor
 Divisor – a number that will divide the dividend
 Dividend – the number being divided
 Quotient – the answer to a division problem
Anticipatory set:

 Have designated “paper peeps” help pass out the worksheet that has the division problems on one
side and multiplication on the other.
 Get students thinking: say “Yesterday, Mrs. Camp was ordering mugs for your hot chocolate for
December when you get your 2 nonfiction AR points. She went to order 21 mugs, typed in 21,
got up to go get her credit card, and in the meantime, her cat walked by over her laptop and
stepped on the 4 key. She changed the order from 21 to 214 but she didn’t notice, and ordered it!
When the mugs came in, she realized what she did and said ‘Mrs. Roth! Will you take some of
my mugs?”
 Ask students how we would solve this if she wanted to split the mugs evenly. They should come
up with 214 ÷ 2 as an equation.
 Write ______ + ______ + _______ . Say we want to make this easy on ourselves to divide, so
what sum of numbers could we use to split up 214 to find a way to divide easily? (200 + 10 + 4)
 See if any students know how to solve from there – they might, using what they know from the
distributive property of multiplication. If not, show we would divide each of those numbers by
the divisor, and add the numbers.
 State the distributive property for division. Ask how this is similar to the distributive property in
multiplication (both break apart the number to find the answer).
  Solve a couple of the multiplication problems together on the Promethean Board using the
distributive property to help cement the connection.
Body:

 Explain that not all problems work out using this strategy: 854 ÷ 4 does not work using the
distributive property. Keep in mind.
 Students put the worksheet under their math book for now. Go to page 195 in their math book.
 Tell students the goal of the lesson: to use the distributive property to solve division problems.
 Do page 195 with whole class on the promethean board.
o Step 1 – “Why would we use 60 and 9 as the parts of number 369? Why not 50 and 19?”
they should use place value somehow in their justification
o Step 2 – add in the plus signs between the blue boxes.
o Step 3 finished – “How do we know it is the right answer?” check by multiplying
 Go to page 197. Do problems 3 and 4 together, more or less problems depending on how they are
doing.
Conclusion:

 Pair students:

Hope Will Brayden Ian Claire Carter V. Caiden Waverly Dominick

Lilith TJ Emma Hayden Kayla Beckett Brooke Nicole Graham
Carter B
 Tell them to only do the division side. Multiplication side was just for review.
 Walk around monitor progress
 Ask students when they hand it in to have their self-assessment of their level of understanding
written in. Level 1 = don’t know where to start, level 2 = I have some idea what I am doing, level
3 = I get most of it without much help, level 4 = I get everything, I could teach this
Assessment:

 Students are informally assessed based on informal observations while they are working as well
as from their self-assessment. The formal assessment is the 10 division problems using the
distributive property in pairs. Each problem will be worth 1 point, where each problem must have
their work (boxes) shown. There is also an extra credit problem that is a little more difficult than
the others.
Differentiated instruction:

 I am using visuals within their cheat sheet resource, drawing them on the board, and writing in
one of the blank distributive boxes to start the problem for our student receiving special education
services. I am also making larger paper for three specific boys because they have very large
sloppy writing, so setting them up with the smaller boxes would be setting them up to fail. I also
paired specific students up by pairing someone who does not do well in math, with someone who
does. Our student who is now receiving special education services is seated at the front so I can
follow her work and make sure she is on track when I am at the board. I also paired her with one
of the other girls who is very strong in math. I am also including a challenge problem at the
bottom of the worksheet for those who want to challenge themselves when they’re done.
 Thursday
Topic: Placing the First Digit in Division
Common core standard:
CCSS.MATH.CONTENT.5.NBT.B.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,
and/or area models
Objectives:
Individually, students will accurately place the first digit of the quotient in multi-digit division problems.
Materials:

 Promethean board
 Student math book
 Grid paper sheet of division problems
 Highlighters, pencils
 Video – Numberock Long Division Song, 1 Digit Divisors, 3rd and 4th Grade
o https://www.youtube.com/watch?v=VvQelzRQe7k

Vocabulary:
  Divisor – a number that will divide the dividend
 Dividend – the number being divided
 Quotient – the answer to a division problem
 Remainder – what is leftover from a division problem that doesn’t evenly split into groups
Anticipatory set:

 Play the video Long Division Song 1 Digit Divisors, 3rd and
4th Grade by Numberock. It is 1:50 long. Ask students what
pattern they notice in the song that you have to follow?
(divide, multiply, subtract, bring down)
 Explain how that is the pattern used over and over in a long
hand division problem. Say we’re going to add one more step,
though, to be successful. The other step is to check you put
your number in the quotient.
 Say we’re going to write down this pattern for success. Draw
the cheeseburger above. Alongside it going down, write Does
McDonalds Serve Cheese Burgers? Let the students pick what
toppings they want you to put on it.
Body:

 Have math book pulled up on the Promethean Board. Students turn to page 209.
 Call on different students to help solve and read parts of the pages. Follow the steps to solving in
the book.
 The book asks for an estimate before solving. Ask students, “Why would we want to make an
estimate before we solve?”
 P. 209, Step 1, ask “why don’t we place our first digit above the one?”
 P. 210, Step 1, ask “Who can sum up what this step in saying in their own words?” “Why would
we place the first digit there?”
 Have two students come up to the board to complete problems 1 and 2 on p. 210.
 Have the designated “paper peeps” pass out the gridded worksheet of 8 problems.
 Go over instructions. Stress to multiply to check their answers when done.
Conclusion:

 Circulate around the room to monitor progress and provide feedback when they are not on track.
Assessment:

 Students are informally assessed based on informal observations while they are working on it.
The formal assessment is the 8 division problems on graph paper. Each problem will be worth 1
point, where each problem must have correlating multiplication to show they checked their work.
Differentiated instruction:

 I am using visuals (the recipe to a long division problem – the cheeseburger model) to help them
understand the patterns to do long division on the cheeseburger on the board. I am also making
larger paper for three specific boys because they have very large sloppy writing. Our student who
 is now receiving special education services is seated at the front so I can follow her work and
make sure she is on track when I am at the board.

Friday
Topic: Quotients with Zeros
Common core standard:
CCSS.MATH.CONTENT.5.NBT.B.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,
and/or area models
Objectives:
In partners, students will accurately place the zeros in quotients using long division in multi-digit division
problems.
Materials:
  Promethean board
 Student math book
 Grid paper sheet of division problems
 pencils
Vocabulary:

 Divisor – a number that will divide the dividend

 Dividend – the number being divided
 Quotient – the answer to a division problem
 Remainder – what is left over from a division problem that doesn’t evenly split into groups
Anticipatory set:

 State the goal for the lesson: Today we are working with quotients that all have a 0 somewhere in
them.
 Ask students what they know about long division. Bring up the pattern used in the cheeseburger
from the previous day (divide, multiply, subtract, check, and bring down).
 Have page 215 of the math book on the board. Tell them to turn to page 215.
Body:

 Pick a student to read our first problem and steps to solve

the problem from the book. Have them read each step into
the microphone to the class.
 When it gets to step 2, ask “why would we put a zero
there?” Ask another student to rephrase their answer or
add onto the explanation.
 Ask students what “m” represents. This idea of a variable
is review.
 Ask students why we are comparing the estimate to the
quotient (so we can see if we got a similar answer, if it’s
not similar, our answer is incorrect.)
 Follow the same process for page 216 shown below.
 Ask them for a thumbs up/thumbs down who feels
comfortable with this or not. Do a handful more problems
together and with students coming to the board depending
on feedback from the class.
 Have paper peeps pass out the worksheet. Tell them
problem 14 and 15 for their worksheet can be found in the
book on page 218 because they are story problems.
o They read, “There are 312 fish at the aquarium in 3 different fish tanks. Each tank has the
same number of fish. How many fish are in each tank? Write an equation to find the
unknown. Then find the unknown.” And “There are 1,620 minutes of music to be put on
9 CDs. If the same number of minutes fits on each
CD, how many minutes of music fit on each CD?”
Conclusion:
  Give the post-test when everyone is done. Tell them to get their offices out. Go over the
directions with them, which are also written above each problem. Tell them they need to double
check their work when they are done.
 Have them hand it into the basket upside down.
Assessment:

 Students are informally assessed based on informal observations while they are working. The
formal assessment is the 8 division problems to be solved by long division that all have zeros in
the quotients. Each problem will be worth 1 point.
Differentiated instruction:

 I am also making larger paper for three specific boys. I also paired the girl receiving special
education services with a high performing student, who is also a close friend to her. She is also
seated at the front so I can follow her work and make sure she is on track when I am at the board.
For her, I highlight the place for the divisor in yellow and the place for the quotient in green, with
the remainder highlighted pink. To the side of each problem, set up the multiplication problem to
check their answer by placing the highlighted boxes yellow X green + pink. Give her base ten
blocks to use when subtracting in long division. Have CP and DC get out their multiples sheet so
the correctly use the right factors of numbers (so they don’t put 4 x 6 = 28)