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Lesson Plan:

Solving Long Division Problems

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by Josephine Alston
August 31, 2015
by Josephine Alston
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Grade
Third Grade
Subject
Math
Standards
3.OA.A.2, 3.OA.B.5
August 31, 2015
by Josephine Alston

Learning Objectives

Students will be able to use long division.

Lesson

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.

Extend

Differentiation

  • 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.

Review

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.
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