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February 17, 2017

by Sarah Sumnicht
Lesson plan
Introduction to Division with Remainders
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Do you need extra help for EL students? Try the
Division Skits
prelesson.
EL Adjustments
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Do you need extra help for EL students? Try the
Division Skits
prelesson.
Learning Objectives
Students will be able to divide whole numbers with remainders using base ten blocks and standard algorithm.
The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.
Introduction
(5 minutes) Using a projector, demonstrate how to divide with a remainder by building the solution to a problem with base ten cubes (e.g., 14 Ã· 4).
 Point out the remainder in your solution, and define the term (e.g., "After dividing a number into equal groups, the remainder is the whole number that is left over, or remaining.").
Beginning
 Provide a studentfriendly definition for the terms "remainder," "division," "dividend," and "divisor."
 Use a reallife word problem to demonstrate the first example, for example, "Mauricio made 14 cookies and wants to give them all to 4 friends. How many cookies will each friend get? Will there be any leftover cookies?"
Intermediate
 Have students rephrase and retell the steps you took to solve the division problem using base ten blocks.
Explicit Instruction/Teacher modeling
(10 minutes) Build another problem with base ten blocks (e.g., 35 Ã· 2).
 Draw the same problem in a math notebook, using a projector to show students the process.
 Teach the standard algorithm for the same example and discuss how the algorithm is connected to the visual representation.
 Repeat with another example like 134 Ã· 3 (build, draw, algorithm).
Beginning
 Allow students to discuss the process of dividing in their home language (L1) or English (L2) with a sympathetic partner.
Intermediate
 Show an example of dividing with a remainder using a simpler math problem such as 11 Ã· 3.
 Give students the chance to build the sample division problems with base ten blocks as you build them on the projector.
Guided Practice
(15 minutes) Hand out base ten blocks so that every student has a set.
 Write a problem on the board and have students build it with a partner. Then have them draw their solution in their own math notebook (e.g., 17 Ã· 5).
 Invite a volunteer to show their drawn solution to class.
 As a class, solve the same problem with the standard algorithm.
 Repeat with another example, like 53 Ã· 3 (build, draw, algorithm). But this time, have students use the algorithm with their partner. Then, review as a class.
Beginning
 Pair beginning students with helpful nonELs or more advanced ELs as they practice dividing with remainders.
Intermediate
 Provide a word bank with definitions, images, and examples for students to refer to as they complete the guided practice.
Independent working time
(20 minutes) Give each student a strip of three problems so that students seated near one another have different strips. Ensure that before copying & cutting the worksheet into strips, you have labeled each row (A, B, C).
 Instruct students to build the first problem listed on their strip with blocks, draw the second, and solve the third with the standard algorithm.
 Circulate the room as students work and provide support as needed.
 Organize a jigsaw review:
 Group students according to which strip of problems they solved and have them review their process and solutions as a group (e.g., students with the strip labeled "A" would check their work with other "A's"). Note: students may need to rebuild their solution to problem one as a group in order to check their work.
 Check in with each group as they review. (Optional: take photos of their base ten block solutions to display or add to math notebooks.)
Beginning
 Provide students with partially completed base ten division drawings for the problems assigned to them.
 Give students sentence stems to use as they discuss their solutions.
Intermediate
 Place students into groups strategically based on ability and language skills for the jigsaw activity.
 Provide students with the vocabulary cards with key terms for them to use as they explain their thinking.
Differentiation
Support:
 Give students the same strip of problems as their seat partner so they can work together to solve them.
 Provide a predrawn solution and have students build it using blocks.
 Group students into smaller groups during the jigsaw review so that only 3â€“4 students are in each group. (Note: in this scenario, you will have more than one group reviewing each strip of problems.)
Enrichment:
 Have students write a word problem using one of the problems on their strips.
 Have students solve word problems with remainders (see optional materials for a sample worksheet).
Assessment
(5 minutes) On a half sheet of paper, assign students from each jigsaw group a division problem (e.g., "If you were in group A, solve 18 Ã· 5"). This will ensure that students are solving a different problem than their seat partner, so that the assessment is completed independently.
 Have them write their problem at the top of their scratch paper, then instruct them to draw the problem on one half of the paper and solve it with the standard algorithm on the other. Collect and check for understanding.
Beginning
 Allow students to do the assessment with an effective partner.
Intermediate
 Provide the structure and the first step for the base ten drawing and the standard algorithm calculation on their scratch paper.
Review and closing
(5 minutes) Display a division problem, using the standard algorithm, which is solved incorrectly (e.g., 62 Ã· 5 = 11 r7).
 Have students correct the problem by drawing it out and ask them to explain what was wrong with the other solution (e.g., "The remainder shouldn't be greater than the divisor.").
 Ask students to consider the role of remainders and discuss. (i.e., What happens to remainders after we solve a problem? Are remainders important? When might we use division and need to consider the remainder?)
Beginning
 Have students uncover the error in small groups of three students before discussing with the whole group.
Intermediate
 Model how to use this sentence stem in the class discussion: "Remainders are important because..."
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