INSTRUCTIONAL STRATEGY

PLAN

USE STRATEGIES AND

PROPERTIES TO DIVIDE
BY 1-DIGIT NUMBERS

November 2022

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EDET 722

—
Mibert J. Rivera-Vazquez

—
RIVERAMJ@mailbox.sc.edu

L
NEEDS ASSESSMENT INTRODUCTION

In the following report on Using Strategies and Properties to Divide by 1-digit Numbers,
the author will analyze the results of a needs assessment survey and analysis of the
objectives of the instructional unit, the learners, and the learning context (known as an
analysis report). The following is a summary of this report:

• Needs Assessment – Introduction

• Needs Assessment - Purpose
• Needs Assessment – Process
• Needs Assessment – Results
• Needs assessment: recommendations/actions
• Appendix A – Survey
• References

NEEDS ASSESSMENT PURPOSE

This module is designed to help students to succeed in the division. Many children
have difficulty with division. Division is one of those math skills that deserves a lot of
attention, explanation, and practice. Instead of teaching math as a series of
systems/steps to memorize, this assessment is necessary because we need to
embrace the fundamental thought processes behind every skill and strategy that
children are taught.

NEEDS ASSESSMENT PROCESS

The purpose of the survey was to collect information on background information,

grades from their level and the previous level, how they feel about math, and what they
think about future performance. The survey was conducted through a Google form to
eight fourth graders. It was posted through Google Classroom. The Needs Assessment
has nine questions that address various aspects: Questions 1 – 2: Demographic
information. Questions 3 to 4: multiple choice questions about their feeling during math
course grades from third and fourth grade. Question 5: if they understand the division
topic. Question 6: they have observed any tutorials on the subject. Questions 7 to 8:
personal rating multiple choice on how they see themselves in the division.

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Eight students completed the Needs Assessment, and data from the students was
analyzed in google sheets.

NEEDS ASSESSMENT RESULTS

The results of the needs assessment are described below, based on the survey—a
narrative description specified in the results. The data is also presented at the end of
this section. This survey confirmed that the learning module begins with their age and
grade level. The survey asked respondents to rate how confident they feel with math,
whether they want to watch a division mini-tutorial, how confident they feel using
different strategies, and how they think they will perform at the end of the module. Each
response specified a linear scale, where a score of 1 meant "lack of confidence" while
5 meant "very confident."

For question 1, responses were:

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For question 2, responses were:

For question 3, responses were:

For question 4, responses were:

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For question 5, responses were:

For question 6, responses were:

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For question 7, responses were:

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For question 8, responses were:

Chart

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NEEDS ASSESSMENT RECOMMENDATIONS / ACTIONS

In the Introduction and Purpose sections of this Needs Assessment Report, I

expressed that this module is designed to help students to succeed in division. A lot of
students are having difficulties in division. Division is one of those math skills that
deserves a lot of attention, explanation, and practice. Instead of teaching math as a
series of systems/steps to memorize, this prototype is necessary because we need to
embrace the fundamental thought processes behind every skill and strategy that
children are taught.

The results indicate that 25% of the 8 students who responded to the survey felt very
confident in mathematics in third grade compared to 37.5% in fourth grade.

When asked how they would feel about watching a division tutorial, 75% said they are
very confident doing it, compared to 12.5% who are not as confident. The results also
indicated that 37.5% feel very confident in their ability to use different splitting
strategies.

Of these 8 questions, most students (37.5%) indicated that they are very confident in
their performance in the division at the end of the teaching module.

With the information from the Needs Assessment, there is a clear need for students to
complete a unit of instruction on division basics. The author will create and administer
this instructional unit to students in the fourth-grade course.

ANALYSIS REPORT - GOAL ANALYSIS

The aim of the instructional unit is to provide information and skills practice related to
the Use of Strategies and Properties to Divide By 1-Digit Numbers. From information in
the Needs Assessment, the author has determined this would be useful for students in
the fourth-grade level.

List of initial goals:

 Use mental math and place-value strategies to divide multiples of 10 and 100 by
1-digit divisors.
 Use compatible numbers.
 Use place-value patterns and division facts.
 Use partial quotients and place-value to divide.

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  Use partial quotients and place-value understanding to divide with greater
dividends.
 Choose a strategy to divide that follows a series of steps to break division into
simpler calculations.

First refinement of goals:

 Use mental math and place-value strategies to divide multiples of 10 and 100
by1-digit divisors.
 Estimate quotients.
 Estimate quotients for4-digit dividends
 Identify the partial quotients to divide.
 Identify partial quotients and place value to divide with greater dividends.
 Determine the partial quotients and place-value.

Ranking of goals:

1. Explain the mental math and place-value strategies.

2. Understand the estimation quotients.
3. Understand the quotients for 4-digit dividends.
4. Identify the partial quotients steps to divide.
5. Understand the quotients and place-value to divide with greater dividends.
6. Identify the partial quotients and place-value understanding.

Second refinement of goals:

 Recognize the mental math and place-value strategies.

 Identify the steps for mental math and place-value strategies to divide by 1-digit
numbers.

Final ranking of goals:

1. Determine the mental math and place-value strategies to divide.

2. Resolve a series of mental math and place-value exercises.
3. Identify the steps for mental math and place-value strategies to divide.
4. Solve division problems and interpret remainders.

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TOPICAL TASK ANALYSIS

This unit has the following final goals:

1. Determine the mental math and place-value strategies to divide.

2. Resolve a series of mental math and place-value exercises.
3. Identify the steps for mental math and place-value strategies to divide.
4. Solve division problems and interpret remainders.

Goal 1: Determine the mental math and place-value strategies to divide.

A) Find quotients

1) Example 1: Mrs. Gail orders 240 folders and divides them equally among 3
classes. How many folders does each class receive? What basic fact did you
use?

a) Possible answer: You can use the answer to the basic fact 32 ÷ 4 to
determine the quotient for 32 tens ÷ 4.

2) Example 2: Explain how 32 / 4 can help you solve 320 ÷ 4.

a) Possible answer: You can use the answer to the basic fact 32 / 4 to
determine the quotient for 32 tens / 4.

3) Example 3: 28 ÷ 7 =4, 288 ÷ 7 =40, 2,800 ÷ 7 =400

4) Example 4: 8= 64 ÷ 8, 80= 640 ÷ 8, 800= 6,400 ÷ 4

Goal 2: Resolve a series of mental math and place-value exercises.

A) Estimate quotients

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 1) Example 1: “Max wants to make 9 rubber band balls using 80 bands each from
his package of 700. Will Max be able to make more or fewer balls than he
wanted?”
a) Sample answer: Fewer balls, he wanted to make 9 balls, but he would need
at least 720 rubber bands, and he only has 700 rubber bands.

2) Example 2: Max decides to use 700 rubber bands to make 8 balls. Is it

reasonable to say he would use about 90 rubber bands to make each ball?

a) Sample answer: 700 is close to 720, and 720 ÷ 8 =90 rubber bands per ball.

3) Example 3: 48 ÷ 5= 5 x 10= 50

4) Example 4: 41 ÷ 2= 2 x 20=40

Goal 3: Identify the steps for mental math and place-value strategies to divide.

1) Example 1: Laura’s dog eats 1 bag of dog food every 6 weeks. About how many
bags will Laura’s dog eat in 10 years?
a) Possible answer: About 60 bags; 365 ÷ 6= 60; About 600 bags because 60 x
10= 600

2) Example 2: Estimate 357 ÷ 8 by rounding the dividend.

a) Answer: 400 ÷ 8= 50

3) Example 3: Estimate 5,582 ÷ 7= by rounding the dividend.

a) Answer: 5,600 ÷ 7= 800

4) Example 4: 3,340 ÷ 8= 400

5) Example 5: 552 ÷ 9= 60

Goal 4: Solve division problems and interpret remainders.

1) Example 1: There are 20 apples to arrange in gift baskets, with 6 apples in each
basket, with 6 apples in each basket. How many baskets can be filled? Explain
the meaning of the remainder.
a) Possible answer: 20 ÷ 3= 6 R2, or 3 x 6= 18 and 18 + 20= 20

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 2) Example 2: 47 ÷ 3= 15 with 2 left over

3) Example 3: 29 ÷ 2= 14 with 1 left over

4) Example 4: 62 ÷ 5= 12 with 2 left over

PERFORMANCE OBJECTIVES AND ASSESSMENTS ITEMS

Final Instructional Goals

1. Determine the mental math and place-value strategies to divide.

2. Resolve a series of mental math and place-value exercises.
3. Identify the steps for mental math and place-value strategies to divide.
4. Solve division problems and interpret remainders.

Goal 1: Determine the mental math and place-value strategies to divide.

Performance Objective
Use mental math and
place-value strategies to
divide multiples of 10 and
100 by 1-digit divisors.
Classification Assessment items
Fact 1. Jose has 270 hockey cards to
arrange equally in 9 boxes. Each
box can hold the same numbers of
cards. How many cards should
Jose place in each box?
a. 9 x 3
b. 8 x 30
c. 9 x 30 Correct
d. 9 x 13

2. 28 ÷ 7
a. 3
b. 4 Correct
c. 7
d. 2

3. 160 ÷ 4
a. 40 Correct
b. 30
c. 80
d. 20

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Goal 2: Resolve a series of mental math and place-value exercises.
Performance Objective
Use compatible numbers
to estimate quotients.
Goal 3: Identify the steps for mental math and place-value strategies to divide.
Performance Objective
Use place-value patterns
and division facts to
estimate quotients for 4-
digit dividends.
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Classification Assessment items
Fact 1. Three friends at a video arcade win
a total of 248 tickets. They decide to
share the tickets equally. About how
many tickets will each friend
receive?
a. About 50 tickets
b. About 80 tickets Correct
c. About 70 tickets
d. About 60 tickets
2. Estimate 700 ÷ 9
a. about 80 Correct
b. about 70
c. about 60
d. about 55
3. Estimate 192 ÷ 5
a. about 50
b. about 60
c. about 40 Correct
d. about 30
Classification Assessment item
Fact 1. Jimi has 3,000 ticket to sell at the
school carnival. Jimi separated the
tickets into groups of 8 tickets. About
how many groups did Jimi make?
a. about 400 Correct
b. about 300
c. about 200
d. about 500
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Goal 4: Solve division problems and interpret remainders.
Performance Objective
Solve division problems
and interpret remainders.
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2. Estimate 357 ÷ 8 by rounding the
dividend.
a. 400 ÷ 8 = 50 Correct
b. 300 ÷ 8 = 50
c. 400 ÷ 8 = 60
d. 400 ÷ 8 = 80
3. Estimate 61 ÷ 2 by rounding the
dividend.
a. 60 ÷ 2 = 80
b. 60 ÷ 2 = 60
c. 60 ÷ 2 = 40
d. 60 ÷ 2 = 30 Correct
Classification Assessment item
Fact 1. There are 47 students taking a field
trip. The students are being driven in
cars to a play by adult volunteers.
Each driver can take at most 4
students. How many cars are
needed for the field trip? Will each
car have four students? Use
counters or draw to solve this
problem
a. 10 full cars, 1 student
left over.
b. 9 full cars, 5 students
left over.
c. 12 full cars, 4 students
left over.
d. 11 full cars, 3 students
left over. Correct
 2. 18 ÷ 4 =
a. 7 with 5 left over.
b. 3 with 1 left over.
c. 4 with 2 left over. Correct
d. 2 with 1 left over.

3. 22 ÷ 6 =
a. 3 with 2 left over.
b. 3 with 4 left over. Correct
c. 4 with 2 left over.
d. 5 with 3 left over.

INSTRUCTIONAL STRATEGY PLAN – RATIONALE FOR SEQUENCING CONTENT

For my instructional plan on Use Strategies and Properties to Divide by 1 Digit, the
sequence of content scheme the instructor will follow the idea by Posner & Strike
(1976). This concept-related sequencing offers guidelines for determining which
concepts to “present first, second, third, and so forth” (Morrison, et al., 2013, p.124)
based on “concepts and their relationships to other concepts” (Morrison, et al., 2013,
p.131). Concept-related sequencing has many schemes and organizing the content by
sophistication and logical prerequisites is the most appropriate scheme to help
students understand the strategies and properties to divide by 1 digit. For organizing
content by sophistication, “the prescription is to start with concrete, simple, or precise
concepts and then proceed to abstract, complex, and imprecise concepts” (Morrison et
al., 2013, p. 129). When sequencing with logical prerequisites, “the concepts
necessary to understand another concept are taught first” (Morrison et al., 2013, p.
129).

INSTRUCTIONAL STRATEGY PLAN – PRE-INSTRUCTIONAL STRATEGY

The pre-instructional strategy for this unit consists of a pretest, objectives, overview,
and advance organizer of the module. The pre-instructional strategy for this
instructional module will consist, first of a pretest. “A pretest used as a preinstructional
strategy differs from a pretest used to assess the learner’s prior knowledge” (Morrison
et al., 2013, p. 163). “Each question is open ended and serves to make a learner

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aware of three main points in the chapter” (Morrison et al., 2013, p. 163). The second
strategy for this module, is objectives. “Research and practice strongly support the use
of objectives by instructional designers and teachers when designing instruction”
(Morrison, et al., 2013, p. 164). The instructional designer attempts to effectively guide
the learner using objectives. The third part of the pre-instructional strategy of this
module will be an overview. “Overviews are written at the same level of abstraction as
the unit of instruction and simply serve to introduce the student to the central themes”
(Morrison et al., 2013, p. 164). “Overviews are most often identified as introductions
because they are written as prose” (Morrison et al., 2013, p. 164). The last part of this
instructional module will be an advance organizer. “A text advance organizer is written
at a higher level of abstraction and provides a conceptual framework to increase the
meaningfulness of the content” (Morrison et al., 2013, p. 165).

INSTRUCTIONAL STRATEGY PLAN – INSTRUCTIONAL DESIGN

Goal 1: Determine the mental math and place-value strategies to divide.

Objective 1: Use mental math and place-value strategies to divide multiples of 10

and 100 by 1-digit divisors
Initial Presentation: First, present the concept of division to a child as a way
of sharing. Naturally, it’s easier for a kid to understand division on this kind
of approach. Once a child can do grouping, now you may introduce division
symbols. It will require writing down the division sign (÷) and forward-slash
(/) to show division.

Generational Strategy: The learner will apply their rules using basic facts
and place value to divide.

Learner Practice Item: Multiple-choice with learner feedback.

36÷9 =
360÷9 =
3,600÷9 =

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 A) 5, 50, 500
B) 4, 40, 400
C) 6, 60, 600
D) 2, 20, 200

Correct Answer: B

Goal 2: Resolve a series of mental math and place-value exercises.

Objective: Present an example of how to use compatible numbers to estimate

quotients.

Initial Presentation: First present how to estimate and second, the students
will estimate quotients with 1-digit divisors. To do this, they use compatible
numbers and think about multiplication to divide.

Generational Strategy: – Students will estimate each quotient and use

multiplication or compatible numbers.

Learner Practice Items: Multiple-choice with learner feedback.

48÷5 =

A) About 20 (2 x 20 = 40)
B) About 6 (5 x 6= 25)
C) About 5 (5 x 5 =50)
D) About 10 (5 x 10=50)

Correct Answer: D

Goal 3: Identify the steps for mental math and place-value strategies to divide.

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 Objective: Use place-value patterns and division facts to estimate quotients for
4-digit dividends.

Initial Presentation: Examples of how to use skills and estimate greater

quotients.

Generational Strategy: The learners will use their skills and estimate
greater quotients, using techniques like the ones used in the previous
lesson, compatible numbers, and thinking about multiplication to divide.

Learner Practice Item: Multiple-choice with learner feedback.

647÷3 =

A) About 300
B) About 400
C) About 200
D) About 100

Correct Answer: C

Goal 4: Solve division problems and interpret remainders.

Objective: Solve division problems and interpret remainders.

Initial Presentation: Learners will be provided with exemplary on how to use

models or drawings to find quotients involving a basic fact plus
a remainder.

Generational Strategy: Students will use models or drawings to find

quotients involving a basic fact plus a remainder and how to interpret these
remainder in terms of the problem situation.

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 Learner Practice Item: Multiple-choice with learner feedback.

31÷8 =

A) 3 with 7 left over

B) 4 with 5 left over
C) 2 with 3 left over
D) 9 with 5 left over

Correct Answer: A

INSTRUCTIONAL STRATEGY PLAN – DESIGN PLAN MATRIX

Design Description Objective Time Instructional

Sequence Strategy
Pre Pretest. ___ 4 minutes
instructional Overview,
Strategy Objectives &
Advance
Organizer
Instruction for How to divide 1 2 minutes •Initial
Goal 1 multiples of 10, presentation
100, and 1,000 •Generative
by 1-digit presentation
numbers. •Learner
practice
Instruction for How to 2 2 minutes •Initial
Goal 2 estimate presentation
quotients with •Generative
1-digit divisors. presentation
•Learner
practice
Instruction for Estimate 3 2 minutes •Initial
Goal 3 greater presentation
quotients. •Generative
presentation
•Learner

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 practice
Instruction for Use models or 4 2 minutes •Initial
Goal 4 drawings to presentation
find quotients. •Generative
presentation
•Learner
practice
Post-Test Multiple-choice 8 minutes
online
assessment in
Google Forms

APPENDIX

This link will connect you to the survey: https://docs.google.com/forms/d/1-

iqClyFIv3oHW5mAscof_O4Acbo4JetxxJ0efrmvaKA/prefill

REFERENCES

Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2013). Designing effective
instruction. Hoboken, NJ: Wiley.

Standards & Learning - South Carolina Department of Education - 4/23/20 10:17 AM.
(n.d.). Ed.sc.gov. https://ed.sc.gov/instruction/standards-learning/

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