- Third Grade
- 90 minutes
- Standards: 3.OA.A.2
Help your students put their best foot forward when it comes to this lesson that allows them to solve problems both in a group setting and individually.
Students will be able to use long division.
Introduction (10 minutes)
- Invite the students to bring their math journals and a pencil to the class meeting area.
- Tell them to place their supplies on the floor next to them.
- Tell the students that today they're going to learn a strategy for solving long division problems. Write the word Division on the board.
- Let the students know that division is an operation that tells us the number of groups that can be made out of another number.
- On the board, set up a division problem, such as 17/5. Solve the problem so that you are left with the answer 3 with a remainder of 2. Label each number with its corresponding name. 17 should be the dividend, 5 is the divisor, 3 is the quotient and 2 is the remainder.
- Define these terms for your students as follows:
- Dividend: In a division problem, the number that is to be divided is called the dividend.
- Divisor: In a division problem, the number that divides the dividend is called the divisor.
- Quotient: Upon division, the number obtained other than the remainder is called the quotient.
- Remainder: The remainder is the number that is left over after dividing.
Explicit Instruction/Teacher Modeling (10 minutes)
- Direct the students’ attention to the board.
- Write a division problem, such as 83 divided by 7, on the board.
- Tell the students that the first thing we want to do is create a help box to help us in solving this division problem.
- Create a chart that lists the products of 7x1, 7x2...7x10.
- Demonstrate solving this problem for students. You should reach the answer 11 with a remainder of 6.
Guided Practice/Interactive Modeling (20 minutes)
- Put another problem on the board similar to the one just completed.
- Tell the student to pick up their supplies and write the problem down.
- Ask for volunteers to raise their hands and share with the class the steps needed to complete this problem based on the problem just completed.
- Give the students time to solve the problems.
- Ask the students to dictate to you how they solved the problem. Write their responses on the board.
- Review the problem with the class to check for accuracy. Make sure everyone has the problem written down as a reference for completing their assignment during independent work time.
Independent Working Time (30 minutes)
- Send the students back to their seats.
- Pass out the Solving Long Division Problems worksheet.
- Walk around the room to assist students as needed.
- Enrichment: Give advanced students more difficult long division problems to solve.
- Support: Observe and monitor struggling students more closely. Get involved in helping the students solve the problems.
Assessment (10 minutes)
- Check the worksheet for correctness and to decide who may need extra small group practice.
Review and Closing (10 minutes)
- Bring the students back to the class meeting area.
- Ask for volunteers to share their answers and work for the problems assigned.
- As the problems are reviewed in front of the class, the students will check their answers for accuracy.
- After each problem has been checked for accuracy, ask the class if there are any questions or comments about long division.