Lesson plan d.com



|Math Lesson: Long Division (up to 3-digit numbers ÷ 2-digit numbers) |Grade Level: 4-5 |

|Lesson Summary: The teacher will pre-assess students’ knowledge of division by having students respond with yes/no cards as to whether they think a problem is |

|asking about division or not. The teacher will be able to see immediately if s/he needs to review the concept of division. The teacher will tell students that they|

|are going to learn how to use long division to solve division problems involving larger numbers. The teacher will teach students a 4 step division process and will|

|guide them through some long division practice problems as students solve the problems on whiteboards along with the teacher. Students will then work independently|

|to solve open-ended problems using long division. Advanced learners will solve a multi-step, open-ended problem that involves long division. Students will solve |

|the problem and then explain the problem-solving process they used. Struggling learners will answer the same questions as on-level learners but will have some |

|guiding questions and tips to help them solve each problem. |

|Lesson Understandings: |

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|The students will know… |

|How to use long division. |

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|The students will be able to… |

|Divide numbers up to three-digit numbers by two-digit numbers. |

|Learning Styles Targeted: |

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|Visual |

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|Auditory |

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|Kinesthetic/Tactile |

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|Pre-Assessment: In order to make sure that students understand when a problem is asking about division, project the first slide from the Pre-Assessment PowerPoint*|

|under a document camera. Give each student a set of yes/no response cards, and tell them that you are going to read a problem aloud and you want them to respond |

|with a “yes” if they think the problem is a division problem or a “no” if they think the problem is not a division problem. Read each problem from the |

|Pre-Assessment aloud, and have students respond with their yes/no cards. If you see that students are responding incorrectly, stop and review with students why the|

|projected problem is/is not a division problem. |

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|The answers to the Pre-Assessment are as follows: |

|Slide 1: yes |

|Slide 2: no |

|Slide 3: no |

|Slide 4: yes |

|Whole-Class Instruction |

|Materials Needed: chart paper, writing utensils, a document camera, each of the Guided Practice Questions* written on a separate piece of chart paper prior to the |

|lesson, 1 individual whiteboard per student, 1 dry-erase marker per student, 1 tissue per student, 1 copy of the Independent Practice* per student |

|Procedure: |

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|Tell students that they are familiar with how to solve division problems related to multiplication facts, but today they will learn how to divide with numbers that|

|are beyond the multiplication facts. Tell students that they are going to learn how to divide using long division. |

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|Give each student a whiteboard, dry-erase marker, and a tissue. Post the chart paper with the first guided practice question written on it. You will guide students|

|through using long division and will record the process underneath the written problem. |

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|Model for students how to write the division problem for the first guided practice problem using the traditional division bar, or “housetop.” |

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|4 52 |

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|Students should also write this problem on their whiteboards, leaving themselves a work space underneath the problem. |

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|Tell students that long division involves repeating 4 steps until the problem is finished. Write the letters DMSB vertically on the board. Tell students that these|

|letters will help them remember the steps involved in long division. Tell students that D stands for divide, M stands for multiply, S stands for subtract, and B |

|stands for bring down. Write the word each letter stands for beside each of the letters. Leave this up throughout the lesson for students to refer to. |

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|Tell students that the first step is to divide. Have students use their fingers to cover up the 2 so that the problem shows 5 ÷ 4. Ask students how many 4s will go|

|into 5. Lead students to see that only one 4 will go into 5 because two 4s would be 8, and that is too big. Model for students how to record 1 above the 5 in the |

|problem. Students should do the same. |

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|Tell students that they just did the first step, D for divide. The next step is M for multiply. Tell students that they should multiply the 1 in the answer by the |

|4 in the divisor. Elicit the answer of 1 x 4 from students. Model for students how to record the answer, 4, under the 5. Students should do the same. |

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|Tell students that the next step is S for subtract. Model for students how to subtract 5 – 4 to get 1. Students should do the same. |

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|Tell students that the next step is B for bring down. Model for students how to bring down the 2 in 52 to join the subtracted 1 to make the number 12. You may want|

|to draw an arrow from the 2 down to the 12, showing the “bring down” step. Have students do the same. |

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|Tell students that they have done all 4 steps, DMSB, and they have to repeat the steps again. Ask students how many 4s will go into 12. Elicit responses from |

|students until a student says, “3.” Model for students how to record 3 beside the 1 in the answer. Students should do the same. |

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|Tell students that they have to multiply again, 3 x 4. Model for students how to record 12 under the 12 that had been “brought down.” Students should do the same. |

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|Tell students that they have to subtract again, 12 – 12. Model for students how to subtract and get an answer of 0. Have students do the same. Point out to |

|students that there are no more numbers to bring down, so the problem is over. Tell them that the answer, 13, is written above the division bar. You may want |

|students to multiply 13 x 4 to check their answers. |

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|Have students erase their whiteboards, and guide students through the remaining guided practice questions. |

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|When you have finished guiding students through the guided practice, give them each a copy of the independent practice, and allow them to work independently. |

|Remind students to include the unit with each answer. |

|Advanced Learner |

|Materials Needed: 1 copy of the Advanced Learner Problem* per student, writing utensils |

|Procedure: |

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|Gather advanced learners together, and give each student a copy of the Advanced Learner Problem. Read aloud the problem to students, reminding them that they |

|should use subtractive division when appropriate and explain their problem-solving process when they finish. |

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|Teacher note: You may want to create a hallway or classroom display showcasing this student work, as it displays a high level of critical thinking. |

|Struggling Learner |

|Materials Needed: 1 copy of the Struggling Learners Problems* to project under a document camera, 1 copy of the Struggling Learners Problems* per student, writing |

|utensils |

|Procedure: |

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|Note: The Struggling Learners Problems are identical to the independent practice problems for the on-level learners. The only difference is that the problems given|

|to the struggling learners include some guiding points that will lead them through the process of solving the division problems. |

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|Give each struggling learner a copy of the Struggling Learners Problems. Project a copy of it under a document camera. Tell students that there are some guiding |

|hints included for each question that will help them solve the problems using long division. Lead students through the first problem, following the guiding hints |

|listed on the page. You may want students to cover up parts of the dividend that they’re not looking at so that they can concentrate on one or two digits at a |

|time. Model each step for students, and then have them follow what you did. |

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|Depending on your learners, you may want to go through each problem, or you may want to go through a few and then have students finish independently. Some |

|struggling learners may not need any teacher support and may be successful just by using the guiding hints provided with each question. |

*see supplemental resources

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