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# Division Game With Dice

Lesson 5 of 5

## Objective: SWBAT practice division skills using groups and number lines.

*45 minutes*

#### Warm-Up

*5 min*

To begin this lesson, students review models for division including creating groups and using a number line. Creating groups includes taking the whole amount or dividend and using the answer or quotient to find the number of items in a group or the divisor. I am working from* Table 2. Common multiplication and division situations.*

dividend ÷ ______ = quotient (groups)

Using a number line to divide results in finding the number of groups with the sentence structure as:

dividend ÷ items in a groups = _________

Students are given two sample problems, one for each type of problem, to practice before beginning the game. I choose basic problems with facts to 100. I want to make sure the students can model the problem because it is the focus of this lesson. An example problem for creating groups would be:

There are 45 apples in a basket and 5 bags. How many apples can be put into each bag?

An example of a number line problem would be:

*There are 45 apples in a basket and some bags. Each bag has 9 apples. How many bags are there?*

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#### Division Game & Rules

*30 min*

This is a non-competitive game. The goal for student partners is to come up with the same answer. If the students do not get the same answer, they have to try again one time. Using whiteboards, each student works independently, and then they compare answers and models.

Rules of the Game:

Roll two dice with numbers 1 - 12, or write numbers on cards.

Multiply the two numbers together to get the dividend.

Roll one dice, or choose a new card for the divisor.

Solve the problem using a number line or a creating groups.

Identify any remainders.

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#### Closure

*10 min*

To end this lesson, I roll the dice to create a problem for the students to solve as a ticket out the door. This must include the number sentence and a model of their choosing. If there is a remainder, it must be clearly identified.

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