Instructor

:
Lesson
Title:

Kayanne Sinclair

Grade & Subject: 5th grade & Multi

Digit Division

Division Four in a Row

1. LESSON CONTEXT & RATIONALE

Culture Asa Phillip Randolph Elementary School is a public school within the Fulton
County School District. The schools vision is for the students to learn to their
and
full potential and the mission of the school is to educate every student to be a
Context

responsible, productive citizen. The school promotes academic excellence,

rigorous instruction, and continuous improvement that leads to a community
involved student centered learning environment. The math curriculum is
aligned with the common core standards and mathematics framework that
challenges students to analyze, reason abstractly, and have a deep conceptual
understanding of knowledge. The textbook Mathematics Diamond edition for
grade 5 by Scott Foresman and Addison Wesley are aligned with the math
curriculum and Georgia Common Core. The textbook is designed to actively
engage students that lead to a conceptual level of understanding in
mathematics.
The approaches that will be taken during this lesson will be primarily indirect
instruction, with minor direct instruction in the introduction part of the lesson.
The student-centered and peer led instruction will take place during rotations
because students may also learn from each other versus the teacher. The
students are able to have open discussions that can lead to shared methods
and or self-evaluations in regards to error.
Identity This lesson will help shape a students identity by developing their logical
reasoning, precision, and mathematical fluency. The lesson will help the
and
students develop pattern recognition skills within multiplication and division
Intellectua
especially for students that do not have a strong background with
l
multiplication.
Developm The lesson will guide the students into using multiple strategies to solve multidigit division problems.
ent
Lesson This lesson is important because it extends previous understandings of division
with one and two digits as well as connects to the multi digital multiplication
Rationale
lesson that was introduced prior to this lesson.
The lesson and textbook follows the Common Core Georgia Performance
Standards Course objectives.
Managem Classroom Management:
ent The three main rules: Be Attitudes by Dr Sullivan
Be Respectful
Be Appropriate
Be Prepared

2. STANDARDS & REQUIREMENTS

CCGSP or GPS
Standard(s)

MCC5.NBT.6
Find whole number quotients of whole numbers with up to fourdigit dividends and two-digit divisors, using strategies based on
place value, the properties of operations, and/or the relationship
between multiplication and division.
STANDARDS FOR MATHEMATICAL PRACTICE

1. Make sense of problems and persevere in solving them.

2. Construct viable arguments and critique the reasoning of others.
3. Model with mathematics.
4. Attend to precision.
1
Adapted from Tennessee State University, Stanford Center for Assessment, Learning and Equity (SCALE) and Columbus State
University

Instructor
:
Lesson
Title:

Kayanne Sinclair

Grade & Subject: 5th grade & Multi

Digit Division

Division Four in a Row

5. Look for and make use of structure.

6. Look for and express regularity in repeated reasoning.
Individual Students do not have a formal IEP or 504 but differentiation has been
implemented to assist other students with different learning styles.
Education Plan

Accommodations
will be made but learning goals and grade level
Goal(s) and
standards will remain the same.
Benchmarks
Modification(s) / Accommodations:
Visual representations
Accommodation
Differentiation group rotation
(s)

Differentiation

Pair stronger students with students that are weaker in certain

areas during group rotation.

Visual representations, interactive mediums, written description of

the process, as well as small group instruction may be helpful as
students begin to work on this particular subject. Therefore,
students will have center rotations that are inclusive of writing,
games, technology, and small groups with teacher led instruction,
in addition to an introductory video.
o
o
o
o

Writing rotation will be in the form of a Dear John letter with the
use of vocabulary such as divisor, dividend, and quotient.
Games/fluency rotation will include math games that focus on
multiplication and division to help strengthen those skills. The
student will choose the games that are appropriate for their level.
Technology rotation is with the use of the computers. The student
will go to
The last rotation is used for students to have teacher led
instruction for clear understanding and practice. The rotation will
use the division four in a row game to practice the strategies for
the division problems.

3. RESOURCES
Languag
e
Demands
Languag
e
Function
s
Languag
e
Vocabula
ry
Materials

Students will write about the relationship of the dividend and divisor
Students will listen to demonstrations of peers, teacher, and or technological
devices
Students will verbalize thought process with peers and during closure of group
discussions
Compute multi digit division problems with partial quotient strategy
Analyze relationship between the dividend and the divisor
Apply understanding of multi digit division to complex problems
Comparing and recognizing relationships between one and multi digit division
problems.
Dividend
Divisor
Partition Division
Quotient
Partial Quotient
Calculator
Color counter

2
Adapted from Tennessee State University, Stanford Center for Assessment, Learning and Equity (SCALE) and Columbus State
University

Instructor
:
Lesson
Title:

Kayanne Sinclair

Grade & Subject: 5th grade & Multi

Digit Division

Division Four in a Row

10 Division Four in a Row Game worksheets

10 Raft activity examples and outlines
Technolo Doc Cam
gy Computers
Calculator

3
Adapted from Tennessee State University, Stanford Center for Assessment, Learning and Equity (SCALE) and Columbus State
University

Instructor
:
Lesson
Title:

Kayanne Sinclair

Grade & Subject: 5th grade & Multi

Digit Division

Division Four in a Row

4. LESSON PROCEDURE
Enduring
Understanding
Essential
Question(s)

The properties of multiplication and division help us solve computation

problems easily and provide reasoning for choices we make in problem
solving.

What strategies can we use to efficiently solve division problems?

How can estimating help when solving division problems?

Lesson
Objective(s) The student will be able to solve problems involving the division of 3-or 4digit dividends by 2-digit divisors.
The students will be able to solve division problems using a partial
quotient strategy.
The students will be able to use estimation as a tool to obtain solutions
for division problems.

Assessment Link The planned assessment links to the objectives and activities because it
Introduction to
Lesson

allows them to demonstrate their understanding of the strategy by the

end of the lesson.
10-15 minutes

The students will be greeted at the door and asked to bring their
notebooks to the front for note taking purposes.
The introduction to division will begin with a three-minute video
example of the steps in solving a division problem with a 3-digit
dividend and a 2-digit divisor with the partial quotient strategy.
The students will take notes during this time to have an example.
(https://www.youtube.com/watch?v=hCKd3C4P6Uk)
The students are provided with another example that will be
worked on together as a class. The problem will be demonstrated
and viewed by the students through the doc cam. The example
problem 12/1476 Answer: 123
The students are then asked to solve a multi-digit division problem
individually. After five minutes students will provide the steps
through the process as a class.
Students will check their work and any misconceptions will be
addressed at this time for this problem.
Example for students to do individually 15/2325 Answer: 155

Body of Lesson

40-45 minutes
The students will go into their designated groups for rotation.
Rotation groups are listed on the wall. Group expectations will be
verbally stated to the students.
o Writing rotation will consist of a raft activity in the form of a Dear
John Letter with the use of vocabulary such as divisor, dividend,

4
Adapted from Tennessee State University, Stanford Center for Assessment, Learning and Equity (SCALE) and Columbus State
University

Instructor
:
Lesson
Title:

Kayanne Sinclair

Grade & Subject: 5th grade & Multi

Digit Division

Division Four in a Row

and quotient. If the students finish early they are to work in their
mathematics journals on pre determined assignments. The raft
activity is attached to the lesson plan.
Games/fluency rotation will include math games that focus on
multiplication and division to help strengthen basic skills to
increase fluency for multi digit problems. The student will choose
the games that are appropriate for their level.
Technology rotation groups will practice division problems on the
following websites: http://www.math-play.com/Soccer-GameDivision-With-Remainder/Soccer-Game-Division-WithRemainder.html or www.ixl.com
The last rotation is used for students to have teacher led
instruction for clear understanding and practice. The rotation will
use the Division Four in a Row Game from the Georgia
Mathematics framework to practice the partial quotient strategies
for those problems listed in the game.

Task:
Students will follow the directions below from the Division Four
in a Row Game
Step 1: Prior to your turn, choose one number from box A and
one number from Box B. Divide these numbers using a mental
strategy. Record your answer on a scratch sheet of paper. Be
prepared with your answer when your turn comes.
Step 2: On your turn, announce your numbers, and the quotient
for your numbers. Explain your strategy for finding the answer.
Step 3: Another player will check your answer with a calculator
after you have announced your quotient. If your answer is
correct, place your counter on the appropriate space on the
board. If the answer is incorrect, you may not place your counter
on the board and your turn ends.
Step 4: Your goal is to be the first one to make four-in-a-row,
horizontally, vertically, or diagonally.
Answer key: Mathematics Grade 5 Unit 1: Order of operations
and Whole Numbers pages 77 and 78 of the Georgia mathematics
framework
Teaching strategies:
o The strategy that will be most useful would be the
accordion strategy for cooperative learning. After the
introduction is completed as a whole class, they will work
at a self-managed pace within their rotation groups.

Closure

10 minutes
The last ten minutes of class will be utilized for reflection and analyzes of
the lesson. The students will discuss what they learned, what

5
Adapted from Tennessee State University, Stanford Center for Assessment, Learning and Equity (SCALE) and Columbus State
University

Instructor
:
Lesson
Title:

Kayanne Sinclair

Grade & Subject: 5th grade & Multi

Digit Division

Division Four in a Row

misconceptions that they have, and what they can take away from the
lesson.
Exit ticket with the question: 24 divided by 2880 Answer: 120. The
students will perform the operations using the partial quotient strategy
and check their answers using either multiplication strategy that they
have learned earlier in the week.

5. ASSESSMENT
Evaluation The assessment will be formative. Teacher observation during
introduction and the closure activity.
(Assessment

The
last ten minutes of class will be utilized for reflection and analyzes of
Plan for IEP
the lesson. The students will discuss what they learned, what
Goals and/or 504
misconceptions that they have, and what they have learned during
Plans)
lesson.
All standards listed in this lesson plan will be assessed through the exit
ticket question that will check for completion and understanding upon
exiting the classroom.

6. REFLECTION
Analyzing Students demonstrated understanding of material through the exit ticket
Teaching as well as during rotations. The future lesson plan covering this material
Effectiveness should include one example with the dividend being a three-digit number

and then a four-digit number. The students understanding of the concepts

and partial quotient strategy will provide a smooth transition into
traditional long division strategies.

6
Adapted from Tennessee State University, Stanford Center for Assessment, Learning and Equity (SCALE) and Columbus State
University