Vanessa Wilson - Division Unit - Jan

Grade 4/5 Mathematics
Division Unit
Unit Plan
Title of Unit Division Grade Level 4/5
Subject Mathematic Time Frame 13 lessons
Developed By Vanessa Wilson
Stage 1 - Identify Desired Results
Learning Outcomes
GLO:
Number- Develop number sense
Patterns and Relations - Use patterns to describe the world and to solve problems
SLO:
Grade 4:
Number:
4. Apply the properties of 0 and 1 for multiplication and the property of 1 for division
5. Describe and apply mental mathematics strategies to determine basic multiplication facts to
9x9 and related division facts.
7. Demonstrate an understanding of division (1-digit divisor and up to 2-digit dividend) to solve
problems by:
● Using personal strategies for dividing with and without concrete materials
● Estimating quotients
● Relating division to multiplication
Patterns and relations:

1. Identify and describe patterns found in tables and charts
3. Represent, describe and extend patterns and relationships, using charts and tables, to solve
problems
4. Identify and explain mathematical relationships, using charts and diagrams, to solve problems
Grade 5:
Number:
3. Apply mental mathematics strategies and number properties in order to understand and recall
basic multiplication facts (multiplication tables) to 81 and related division facts.
6. Demonstrate with and without concrete materials, an understanding of division (3-digit by 2-digit)
and interpret remainders to solve problems.
1
Division Unit
Big Ideas
What is division?
What does it mean to divide with and without a remainder?
Essential Question(s)
How can you use place value and patterns to divide mentally?
What does it mean when you divide, and some are left over?
How does place value help you decide where to start dividing?
How can you show that division can be thought of as repeated subtraction or sharing equally?
How is multiplication and division related?
How can the inverse relationship between multiplication and division be used to find facts?
Knowledge: Skills
Students will know... Students will be able to…

● Definition of divisor ● Describe mental math strategies for the related
● Definition of dividend division facts of facts up to 9x9
● Division properties of 1 ● Recall division facts to 7x7
● Multiple strategies for solving ● Estimate quotients
division questions ● Solve 1-digit divisor, 1-digit dividend division
● How division and multiplication questions
are related ● Solve 1-digit divisor, 2-digit dividend division
● Strategies for estimating quotients questions
● Solve 3-digit by 2-digit division questions
● Solve 3-digit by 2-digit division questions with
remainders
2
Division Unit
Stage 2 – Assessment Evidence
Assessment FOR Assessment OF

Assessment Tool Brief Description Learning Learning
During lessons students will complete

questions on their personal whiteboards. I will
ask students to hold up their answers which
Whiteboards will allow me to quickly assess how many X
students have grasped a concept and if I can
move on or if more time is needed on a
concept.
Throughout this unit students will complete

multiple division worksheets, using different
Worksheets techniques. I will collect these worksheets to X
assess what the students know and what they
are struggling with.
At multiple points throughout this unit

students will be given one worksheet to
complete to show what they know using a
specific division strategy (pieces to groups, long
division, etc.).
Show What You
X
Know Note:
- Grade 4 students will only have questions
with 1-digit divisor and up to 2-digit
dividend.
- Grade 5 students will have 3-digit by 2-digit
questions.
3
Division Unit
Stage 3 – Lessons
# Lesson Title Lesson Activities
Outcome(s):
Grade 4 – Number:
7. Demonstrate an understanding of division (1-digit divisor and up to
2-digit dividend) to solve problems by:
● Using personal strategies for dividing with and without
concrete materials
Pieces into Overview: This lesson will serve as an introduction to the division
1
Equal Groups strategy of pieces into groups – division is a sharing operation where
objects are shared (or divided) into a number of groups of equal number.
Students will practice dividing 1- and 2-digit by 1-digit numbers.
Note: All students will practice the pieces to groups method with small
(under 30) 2-digit by 1-digit number – want every student to be
comfortable with the method before requiring grade 5 students to 3-
digit dividends and 2-digit divisors
2 Pieces into
Equal Groups Outcome(s):
Grade 4 – Number:
concrete materials
Grade 5 – Number:
6. Demonstrate with and without concrete materials, an
understanding of division (3-digit by 2-digit) and interpret
remainders to solve problems.
Overview: Students will continue to use the pieces into groups method
to divide larger 2 - digit by 1- digit number, and 3 - digit by 1 - digit and 2
- digit numbers. Using larger dividends will require students to change
100 blocks to 10 rods and 10 rods to 1 blocks.
Resources: Base 10 blocks to visually represent that one 100’s block is

ten 10’s rods and one 10 rods is ten 1’s blocks
Note: All students will practice division that have 3-digit by 2-digit
questions even though only grade 5 students will be assessed on 3-digit
4
Division Unit
by 2-digit division
5
Division Unit
Outcome(s):
Grade 4 – Number:
concrete materials
Pieces into Grade 5 – Number:

3 6. Demonstrate with and without concrete materials, an
Equal Groups
Overview: Review areas where students are struggling but majority of

the lesson will be used for students to individually practice the pieces to
groups method.
Note: Have an extra worksheet prepared for students who wish to take
home and practice for the “Show What You Know”
4 Pieces into
Equal Groups Outcome(s):
with Grade 4 – Number:
Remainders 7. Demonstrate an understanding of division (1-digit divisor and up to
concrete materials
Grade 5 – Number:
Overview: Introduce students to what it means to have a remainder

when dividing. After practicing several questions as a class, students will
practice division questions with remainders.
Notes: Only the grade 5 students will be assessed on this, but if the
grade 4 students can do these questions then they are that just that
much more prepared for next year.
6
Division Unit
Outcome(s):
Grade 4 – Number:
concrete materials
Grade 5 – Number:
Show What understanding of division (3-digit by 2-digit) and interpret
5
you Know remainders to solve problems.
Overview: To assess student’s ability of division they will complete a

one-page worksheet to show what they know using the pieces into
groups method
Note: Grade 4 students will only be assessed on dividing 2-digit by 1-digit

numbers using the pieces to groups method
Grade 5 students will show their ability to divide 3-digit by 2-digit
numbers with/without remainders using the pieces to groups method
6 Fact Families Outcome(s):
Grade 4 - Number:
4. Apply the properties of 0 and 1 for multiplication and the property
of 1 for division
5. Describe and apply mental mathematics strategies to determine
basic multiplication facts to 9x9 and related division facts.
Grade 4 - Patterns and relations:

2. Identify and describe patterns found in tables and charts
5. Represent, describe and extend patterns and relationships, using
charts and tables, to solve problems
6. Identify and explain mathematical relationships, using charts and
diagrams, to solve problems
Grade 5 - Number:
3. Apply mental mathematics strategies and number properties in order
to understand and recall basic multiplication facts (multiplication
tables) to 81 and related division facts.
Overview: Discuss how division is about separating sets, while the

opposite type of math, called multiplication is about combining sets.
Introduce multiplication fact families can be extended to include division
(e.g., 5 x 3 =15, 3 x 5 = 15, 15 ÷ 3 = 5, 15 ÷ 5 = 3).
7
Division Unit
Notes: Remind students to continue to practice their multiplication facts,

because the better you know your facts the easier division becomes.
Outcome(s):
Grade 4 - Number:
of 1 for division
concrete materials
Grade 5 - Number:
7-8 Long Division 3. Apply mental mathematics strategies and number properties in
order to understand and recall basic multiplication facts
(multiplication tables) to 81 and related division facts.
Overview: Students will be introduced to the steps of long division and

practice long division with 2-digit by 1-digit and 2-digit by 2-digit
questions. Talk and share about what mental math strategies can be
used in long division if students do not know their multiplication facts.
Note: The grade 5 students have seen long division last year, therefore
this lesson will be review for them.
8
Division Unit
Outcome(s):
Grade 4 - Number:
of 1 for division
concrete materials
Grade 5 – Number:
Long Division 3. Apply mental mathematics strategies and number properties in
9-10
Continued order to understand and recall basic multiplication facts
(multiplication tables) to 81 and related division facts.
Overview: Students will be introduced and practice dividing 3-digit

numbers by 2-digit numbers using the long division strategy. Talk about
what patterns students are noticing with long division – division rules
(number divided by 1 equals that number, numbers that end in 0 and 5
are divisible by 5, etc.)
Notes: Students will have access to a long division anchor chart and
multiplication tables
9
Division Unit
Outcome(s):
Grade 4 - Number:
4. Apply the properties of 0 and 1 for multiplication and the property of 1
for division
5. Describe and apply mental mathematics strategies to determine basic
multiplication facts to 9x9 and related division facts.
7. Demonstrate an understanding of division (1-digit divisor and up to 2-digit
dividend) to solve problems by:
● Using personal strategies for dividing with and without concrete
materials
Long Division ● Relating division to multiplication
11-12 with
Remainders Grade 5 - Number:
3. Apply mental mathematics strategies and number properties in order to
understand and recall basic multiplication facts (multiplication tables) to
81 and related division facts.
6. Demonstrate with and without concrete materials, an understanding of
division (3-digit by 2-digit) and interpret remainders to solve problems.
Overview: Students will be introduced and practice dividing 3-digit numbers by

2-digit numbers using the long division strategy.
Note: Students will have access to anchor chart and multiplication tables
13 Show What Outcome(s):
you Know Grade 4 - Number:
4. Apply the properties of 0 and 1 for multiplication and the property of 1
for division
5. Describe and apply mental mathematics strategies to determine basic
multiplication facts to 9x9 and related division facts.
7. Demonstrate an understanding of division (1-digit divisor and up to 2-digit
dividend) to solve problems by:
● Using personal strategies for dividing with and without concrete
materials
Grade 5 - Number:
3. Apply mental mathematics strategies and number properties in order to
understand and recall basic multiplication facts (multiplication tables) to
81 and related division facts.
6. Demonstrate with and without concrete materials, an understanding of
division (3-digit by 2-digit) and interpret remainders to solve problems.
Overview: To assess the student’s ability of division they will complete a one-
page worksheet to show what they know – they will be able to choose the
method that they wish to use to complete this worksheet.
Note: Grade 4 students will show their ability to divide 2-digit by 1-digit
numbers using long division and Grade 5 students will show their ability to
10
Division Unit
divide 3-digit by 2-digit numbers, with and without remainders using long
division.
11
Division Unit
12

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Vanessa Wilson - Division Unit - Jan

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Grade 4/5 Mathematics

Stage 1 - Identify Desired Results

Number- Develop number sense

Patterns and relations:

Students will know... Students will be able to…

Stage 2 – Assessment Evidence

Assessment FOR Assessment OF

During lessons students will complete

Throughout this unit students will complete

At multiple points throughout this unit

Resources: Base 10 blocks to visually represent that one 100’s block is

Pieces into Grade 5 – Number:

Overview: Review areas where students are struggling but majority of

Overview: Introduce students to what it means to have a remainder

Overview: To assess student’s ability of division they will complete a

Note: Grade 4 students will only be assessed on dividing 2-digit by 1-digit

Grade 4 - Patterns and relations:

Overview: Discuss how division is about separating sets, while the

Notes: Remind students to continue to practice their multiplication facts,

Overview: Students will be introduced to the steps of long division and

Overview: Students will be introduced and practice dividing 3-digit

Overview: Students will be introduced and practice dividing 3-digit numbers by

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