Language Objective: Students will use academic language when explaining their thinking center on division. Examples: divisor, dividend, quotient, and remainder.
Prior Knowledge: Multiplication facts, basic division skills, rounding and estimation.
Math Blast 23 Number of the Day (This is a repeat as I added an extra DAY to this lesson so this is optional.)
If you did Math Blast 23 yesterday choose Math Blast 23a.
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 cover these topics 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.
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!
This lesson is continuing dividing 3-digit numbers by 2-digit numbers, and 4-digit numbers by 2-digit numbers.
Concept: Students will be using different methods for dividing, using rounding and estimation and then long division.
Yesterday we discovered something pretty cool about doing long division, what did we learn? (I'm looking for the answer that if we round and estimate first we can be more accurate in long division.)
So today we’re going to take all of that good thinking and put it to practice and go deep than yesterday. SO STILL WHO’S READY?! (I like to get students hyped up when doing division, most of the students that come to my room are convinced that they can’t do long division but they leave knowing! You just have to change their mind set on this.)
So we going to use rounding and estimating again because it’s not just for small numbers which is awesome. Let’s look at 2441 ÷ 12, we I can round that to be 2400 ÷ 12 which is 200 so let’s start with 200, but it in to the long division form and start. But your going to find out that when you subtract you’re left with 41 which you can still get sets of 12 out of, 3 sets of 12 with 5 as the remainder , so 2441 ÷ 12 = 203 r5
I encourage you to do another problem before students try it on their own, focusing on walking them through to the rounding. Using 3231, have students round it to the 100s place (3200). Next, ask them to divide 3200 ÷ 16 (40), now divide 3231 ÷ 16 (40, but you can still get another set of 16 out of it, so the answer is 41 with a reminder of 15.)
For independent work, students are given these five problems to work with. The struggling learners are pulled into small, guided groups. The fast learners are given more challenging work, 4-digit by 2-digit problems.
1291 ÷ 12
1402 ÷ 13
3619 ÷ 18
3032 ÷ 30
2222 ÷ 11
I am sure that you are going to have some strugglers in these division lessons. How students feel is important to ensuring successful learning experiences, so bring everyone together and talk about not giving up, pushing through and NOT letting Math Beat You!
Talk about some great work that you saw happening (I noticed....I wondered... statements and questions. Remember, praise the work, not the student.) Ask students to share any successes (small or large). REALLY amp up the successes, students really need to feel successful in order to get past those blocks. Perseverance leads to success!
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.
The Quick Assessment is supposed to be quick and on the easy to medium difficulty level. You are checking to see if students understand 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.