Lesson # 3 of 16 Grade Level: 4

Central Focus Introduction To Dividing Continued - Division Tricks

Standard 4.NBT.6 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

4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place

represents ten times what it represents in the place to its right.

Learning Students will be able to discover factors of numbers by using the “tricks for
Objective division.”

Materials Math Fluency book, pencil, Five 6-Desk stations, Plastic Sheet Holders (To be
placed on each table), Timer (Smartboard/ large timer),
Worksheets: (Include one of each in Spanish)
1-10 Tricks Sheet (for Teachers), 6,7,8 worksheet (for advanced students), 2
station worksheet, 3 station worksheet, 4 station worksheet, 5 station worksheet, 9
station worksheet, Student Worksheet, Student 2,3,4,5,9 Trick Sheet, Math
Partners Sheet

Purpose The students are learning this to help in their understanding that there are
certain rules for division. Some numbers have special qualities that show if they
are divisible or not. For instance, numbers that are divisible by 5 only end in a 0
or 5. This will help students divide some numbers more easily. Students will
review how to divide small numbers, thus furthering their comprehension that
math and division are inverse operations. They will be able to see some special
qualities of math. Students will be able to have a general idea about a number's
properties/ factors. Overall, this will help boost mathematical confidence.
Instruction The main strategy will be pair/ group work, but students may work
independently if they wish.

Students will work with their math partners. The “math partners” sheet is
located in the front of the classroom. Students will rotate from one station to
the next. A station is each group of six (6) tables.

The lesson will generally follow an “I Do, We Do, You Do” format, as the
lesson will be introducing some new ideas to students.

The teacher says: “Okay, students. It is time for math. Please gather in the
front of the classroom.” (1-2 minutes).

Two students will help distribute the division sheet materials. Students
should all be sitting in the front of the classroom with their notebooks open
and pencils. (1-2 minutes).

A blank digital whiteboard should be prepared ahead of time.

The teacher will review basic multiplication on the digital whiteboard. (2-3
minutes).

“Let us take our product, the answer in multiplication, and work backwards.
The equals sign is now a division sign, and the multiplication sign is now an
equals sign. Was our answer correct?”

The teacher is reviewing basic multiplication 4 * 3= 12. Then, the teacher will
rewrite the equation in reverse as 12 ÷ 3 = 4. This will help the students see
the relation between multiplication and division (1-2 minutes).

The teacher takes a formative assessment at this time.

“Thumbs up if you understand, thumbs down if you don’t understand, and

thumbs sideways if you sort-of understand.” (1-2 minutes)

After this formative assessment, the teacher does one more problem on the
board as a “we-do.” The teacher will ask the students to raise their hands if
they know the answer. We all work through the problem together by using
the student answers to solve the problem: 5 X 10 = 50 and 50 ÷ 5 = 10 (2-3
minutes).

The teacher gives one more problem on the board as a you-do.

“If you need help, ask your math partner for help. Walk up to me before you
go to your groups if you are really stuck” (1-2 minutes).
The teacher will clear the whiteboard.

After this mini lesson, the teacher will review the words “factor” and
“divisible.”

“A factor is a number that divides evenly into another number. Let’s use the
equation we already did ‘4 X 3 = 12.’ Four and three are ‘factors’ of 12.”

“But how do we know if we can divide a number by another? Does anyone

know any tricks already? Please show me with your thumbs if you do.”

This second formative assessment shows approximately what level some

students are on. Answers will vary.

The teacher should anticipate students knowing the trick for dividing by 2 as
students have studied even and odd numbers for years.

The teacher will then explain the different division tricks for 2, 3, 4, 5, and 9
(3-5 minutes).

“Please do not copy this and just follow along, as directions are at each
station and on your worksheet.”

“The trick for knowing if a number is divisible by two (2) is: if the number
ends in a 2, 4, 6, 8, or 0 it is divisible by 2.”

“The trick for knowing if a number is divisible by three (3) is to add up all
the digits. If that number is divisible by 3, then so is the original number.”

“The trick for knowing if a number is divisible by four (4) is to only look at
the last two digits of the number. If those two digits are divisible by 4, then
the number is as well.”

“The trick for knowing if a number is divisible by five (5) is if the number
ends in a 0 or 5 it is divisible by 5.”

“The trick for knowing if a number is divisible by nine (9) is the same trick
as for 3.”

The students will then be instructed to go to their workstations. There should

be no more than six students at each workstation (1 minute).

Each student will check work on their worksheet to figure out what numbers
are divisible at each table.

Station one will have the number 2 sheet.

 Station two will have the number 3 sheet.

Station three will have the number 4 sheet.

Station four will have the number 5 sheet.

Station six will have the number 9 sheet.

A timer of 6 minutes will be displayed on the SmartBoard. When the timer

goes off after six minutes, students go to the next station (group of desks).

The teacher will then start the 5 minute timer. This will happen for 5
rotations.

Advanced students and students that have finished all of their work will
have an advanced number sheet. This sheet will have similar tricks which
are a little bit more difficult. The sheet will discuss the tricks for dividing by
6, 7, and 8. The students can work on these at their desks or where they
please (on the side of the room or on the floor).

Not-as-advanced students will have manipulatives to work with. The

manipulatives will be plastic red and yellow chips. These chips are located
on the back shelf of the classroom. The teacher will place twenty chips at
each station to help the student move from concrete, visual, to abstract

Spanish speaking students will have a translated copy of the worksheets.

The teacher will have a 1-2 minute lecture/ debrief about the importance of
knowing number factors.
“Have a great day!”

Learning Task “I will learn tricks to see if a number is divisible by 2,3,4,5, and 9.”

Closing / The teacher will reinforce the strategy by saying how important it is to know
Debrief number factors for several branches of mathematics.

“Remember how we talked about the importance of estimation? Knowing

the strategy would be ideal for ‘math in a hurry.’”

Similarly, the teacher will ask if anyone thought any of the tricks were
“cool.” The teacher will ask students if any of this can be applied to real
life.
 “Have a great day!”

Assessments
During guided practice, the teacher will formatively assess the students
twice.

Students will answer with:

a thumbs up to show familiarity

a thumbs down to answer no/ unfamiliarity

A sideways thumb to show some recognition/ being “halfway there.”

The first assessment is based on reversing multiplication for division

(see above “instruction section).

The second assessment is based on if the students know any division

tricks. Some students should know some tricks already, and these
students should raise their thumbs to show their knowledge.

Differentiation Not-as-advanced students will have manipulatives to work with. The

manipulatives will be plastic red and yellow chips. These chips are
located on the back shelf of the classroom. The teacher will place twenty
chips at each station.

Advanced students (and those that finish early) will receive the
advanced sheet, which contains tricks for 6,7, and 8.

Translated materials for those that speak Spanish will be provided. Two
students __ and __ will receive Spanish only. ___ and ___ will receive
English and Spanish copies of all work.

Academic Inverse, opposite, multiplication, division, trick, factor, divisor, dividend,

Language quotient, product, total, sum, difference, addend, minuend, subtrahend,
equals, divisible, post, pre, digit