SWBAT divide a 2 digit dividend by a 1 digit divisor using models.

Drawing models can help students divide by giving them a visual representation of the process.

15 minutes

*In review lessons, I like to use various strategies to revisit the skill. Because it is a review skill, there is not a lot of conversation between the students. The purpose of the review before the state test is to prepare the students to work independently in order to be successful on the end of year assessment.*

In today's lesson, the students review using models to divide a 2-digit number by a 1-digit divisor. They must consider the multiplication problem that supports their answer. This aligns with **4.NBT.B6** because the students find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division.

The students are sitting on the carpet in front of the Smart board. (I like for my students to be close so that I can make sure that all of them are being attentive.) To review this skill, I show the students a video at the following site:

http://www.mathplayground.com/howto_longdivision.html

After the video, I display Review Division.pptx on the Smart board. I remind the students that they can draw models to help solve division problems. Also, I remind the students that multiplication is the inverse of division. Therefore, multiplication can help us solve division problems.

In this problem, we divide 28 by 3. On the Smartboard, the students see 3 circles have been drawn. I tell the students that they must divide 28 into 3 equal groups. I remind the students that when we learned this skill previously, we divided the dividend one by one until each group had an equal number. In this particular problem, we can divide 28 into 3 equal groups of 9. I ask the students to tell me which multiplication sentence can help us solve this problem. The students know that 3 x 9 = 27. I explain to the students that the quotient to this problem is 9. Because 9 x 3 equals 27, this means that we have a remainder of 1.

15 minutes

The students will practice the skill independently because they will have to work alone for the state test. Each student is given a Review Division.docx. They must solve the problems by drawing models. Then the students must select the correct multiple choice answer. I allow the students to use a multiplication chart to help with the division problem because they will have access to a multiplication chart on the state test. The students know that multiplication is the inverse of division; therefore, multiplication can help solve division problems. In the Video - Division Review.mp4, you can see and hear what is expected of the students.

As the students work on the problems, I walk around to monitor their level of understanding. If the students are having a difficult time, I will ask guiding questions to help lead them to the answer.

Possible Questions:

1. What is the dividend in this problem?

2. What multiplication problem will help find the dividend?

3. What is the remainder? How did you find the remainder?

Any students having difficulty with the task will be grouped for intervention.

15 minutes

Upon completing the independent practice, I call the students back together as a whole. I feel that it is very important to close out the lesson by sharing answers. By doing this, it allows the extra opportunity to reach any students that still do not understand the concept.

I call on students to share their answers. All students are not auditory learners; therefore, it is very important for the students to see the examples of work (Student Work - Division). I use my document camera to display the student work on the Smart board.

Students are allowed to ask questions during this closing of the lesson. The most important aspect for me is that I have identified any students that need 1-on-1 or small group remediation.