LESSON 2: How to Divide

GRADE: 3rd Grade

SUBJECT: Math Division
TIME: 1 week (1 hour per day)
LESSON DESCRIPTION:
In this lesson students will be able to demonstrate their understanding of division
and how it relates to multiplication. They will know the steps it takes to solve a long
division problem and the terms labeling its parts.
CURRICULUM STANDARDS:
RT4: Multiplication and Division Computation
PSb) Use models to demonstrate an understanding of division of numbers related
to the 10 x 10 multiplication facts
PSc) Fluently* multiply and divide within 100 (1 digit facts from memory by the
end of 3rd grade)
PSd) Apply properties of operations as strategies to multiply and divide
(students need not use formal terms for these properties)
OBJECTIVES:

Students will be able to show how multiplication and division are alike and different.
Students will be able to terms labeling parts of a multiplication and division problem.
Students will able to follow steps in solving a long division problem.

INSTRUCTIONAL PROCEDURES:
1. Introduce Lesson
Students will be questioned What is division?
(Division is the process of separating something into equal groups.)
They will write their ideas on white boards, in word and/or picture form.
When complete students will be called up to share their ideas with the class.
Teacher will then share the definition and the poster displaying Multiplication
vs. Division
The class will discuss the information on the poster How multiplication and
division are alike and different.
2. Instruction
Watch the video Multiplication and Division - www.KhanAcademy.org. Ask 20
students to stand up in the classroom, tell the students to divide themselves into
4 groups. When completed ask them how many students are in each group and to
write the multiplication problem on the board (4 x 5 = 20).

Ask the 20 students to now put themselves into 5 groups. When complete have
them write the multiplication problem on the board (5 x 4 = 20).
Ask the students if anyone know what the parts of the multiplication sentence
are called (exp. Addition-addend + addend = sum). Label the multiplication
sentence (factor x factor = product).
Now tell the students that they actually did division. Ask them how they did it
and if anyone knows how to write the two division sentences on the board. Direct
students as needed (20 5 = 4, 20 4 = 5).
When complete label the different parts of the division sentence
(dividend divisor = quotient).
Show the students the poster of a Fact Family
Give the students a few more fact family numbers to solve in smaller groups (2,
3, 6; 2, 4, 8; 2, 5, 10), ask them to record the problems and their labels on their
white boards. Students can teach other students about their fact families.

3. Closure
Show students the poster Division Steps ask them to read the definition out
loud.
Ask students if anyone understands what the poster is showing them.
Tell them that you want them to know that there is a family that is going to help
them to do long division, in the future. Today you would just like them to meet
them and hear what they will be doing.
Show the students each step 1st step, Dad will Divide, give a brief, simple
explanation of the problems steps (cover the 5 in 65 and show them how 5 is
going into 6 one time).
Go through each step and then inform the students that you will be catching
when they least expect it to tell you what each family member does.
Say each step out loud together for practice.
What does the Rabbit do? Rabbit will Repeat
Student will also be able to make their own pictures showing a fact family and
terms, and the steps and what each family member does. (division problems not
needed at this time, unless a student is more advanced and would like the
challenge).
ADAPTATIONS:
Learners with special needs will have partners helping them to be directed in a whole
class activity. The will also be sitting near the front of the room. Smaller group
activities will be done with teachers supervision and directions (possible list of
tasks listed for students to follow and check off).
SUPPLEMENTAL ACTIVITIES:
Extension Students who need more of a challenge will be given multiplication
problems with larger numbers.

Remediation Students who need more instruction/practice will be given simple

direct multiplication problems with visual examples to solve.
ASSESSMENT/EVALUATION:
Students will be graded formatively during the lesson with their participation in
discussions, their recording of solving problems on their white boards, along with
practicing memorizing their terms for their division steps.
Students will receive a summative grade when they complete their Unit 1 test.
Students that struggle with the summative grades will be receiving small group
instruction on their multiplication skills.
LEARNER PRODUCTS:
Students will be allowed to draw their multiplication and division problem terms
along with the steps to a long division problem with visuals.