# Dividing by 10s, Power of 10s (Day 1)

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## Objective

Students Will Be Able To the Bar Model to be able to explain division in terms of a model. Students will be able to model division of two digit by one digit.

#### Big Idea

Modeling Division

## Language Objective and Prior Knowledge

Language Objective: Students will demonstrate the use and understanding of academic language while explaining their thinking about division. Ex: divisor, dividend, quotient, reminder.

Prior Knowledge: Multiplication facts. Bar modeling, basic rules of division.

## Math Blast - Lesson Activator

15 minutes

MathBlast 19 Number of the Day

Math Blast is a quick, fun, fast-paced math game! Every day starts with a Number of the Day. This is the tool I use to not only recall, reteach and pre-teach but it is my way to start classroom management. Students know the expectations of how to come in and get right to work. I do not have to spend any time waiting for students to get ready. Class starts immediately. And since I include music students are really engaged. I also encourage students to support each other for those struggling learners. This is also a great vehicle to expose students to concepts that I know will show up in state testing so that when we do get to these lessons students have already seen the work. Math Blast’s progression goes from easy to hard on the difficulty scale!

Students use a white board and divide it up as follows:

 This space students write in the number of the day. This section is the factors of the number of the day. This section the students put the number of the day over 100. This section students write if the number is Prime, Composite or Square. Using the fraction, students write it as a decimal and a percentage. This section the students put the above fraction in Lowest Terms if possible.

## See, Think, Wonder

5 minutes

Andy Warhol’s Diamond Dust Shoes

I end Math Blast and lead into my lesson with a See, Think, Wonder. The art is choose always relates to the unit I am teaching. It is a real fun way to get your students to think deeper about a subject without them knowing that they are doing it.

The SEE part is pretty basic thinking, I see….

The THINK part gets them thinking a little deeper. This art makes me think about….

And the WONDER gets them really thinking deeper. This art makes me wonder if…. It is my way to getting their brains ready to think about math and I find that the transition is great. It is also a quick chance to expose my students to different types of art.

Note: You don’t have to use art; I use art because I am passionate about art. Use
examples of things that ignite your passion!

## The Elevator Speech

10 minutes

Concept: Students will be use the bar model to divide, 50 ÷ 10 , 120 ÷ 10, 4570 ÷ 10. Through bar modeling students will start to recognize patterns like they did in multiplication of 10s, 100s, and 1000s.

Script, if needed: You know multiplication is getting easier for us now that we have a better way of looking at it. What do you think? Can we all agree that we are getting better at multi-digit multiplication? Good! Ok, now can we say the same thing about division? (Groans are what you are going to hear.

It is important to get students to buy into the fact that division and multiplication are really the same concept and if you know you multiplication facts you can do division. Division is just multiplication working backwards.)

Well, today we’re going to look at some ideas for organizing our division. Say we were back at my grandfather apple farm. He has a large container of awesome Honey Crisp apples (my favorite!) Now he is used to shipping to large grocery stores where he can just ship an entire container, but my grandfather is a nice guy and when he gets contacted by some small shops he will make smaller shipments. So, he gets a basket and fills it up with about 70 apples. And this order is going to small group of fruit stands. They need 10 baskets. One you white boards, do a bar model of what that would look like, 70 honey crisp apples split up into 10 baskets. Don erase your work.  Now a grocery chain comes along and they have 10 stores but they want to order about 700 apples. How many amazing honey crisp apples is each store getting, do another bar model to show. And don’t erase your work. Now, a larger grocery chain comes along and they want to buy a 7000 apples for their 10 stores, now how much is each store getting? Bar model. Now what patterns do we see? (See if they can create a rule about dividing by 10s.)

## Work It Out

40 minutes

Have each students create a Four Square poster pretending to be a farmer. Decide that fruit you’re selling. Create a four square poster with the following information:

When everyone is done, split the class into two groups: presenters and listeners. Have the presenters stand by their work and the listeners will move around the room (tell them when to switch so there isn’t chaos) and listen to the presenters. Then switch roles.

## Closing The Deal

10 minutes

Talk with the class about trying to write a rule. Writing rules helps students remember the work they are doing. This work might a fun chart to put up in the room.

The Closing It section of the lesson is very important. This opportunity allows you to bring the class back together and have them make the connection to the learning objective of the day. You should also make sure that you make a connection to the word of the day. This closing gives students the opportunity to make the connection to the launch and they work that they did. It is also another chance to give a quick formative assessment to check for understanding.

## Quick Assessment

5 minutes

The Quick Assessment is supposed to be quick and on the easy to medium difficulty level. You are checking to see if students are understanding the basic concept of the lesson. If you make the problem difficult you are adding a different level of assessment. If you are teaching a higher level class adding a difficult layer might be appropriate but please note that I do not find it necessary to add this level.

Do a quick Post-it poster problem: 30 ÷ 10, 300 ÷ 10, and 3000 ÷10