SRSD Lesson Plan Rosie Simmons

Strategy to use: What will this help students do?

Does Mama Sell Biscuits Really? This will help students remember the steps of long division.
Divide Multiply Subtract Bring Down Remainder/Repeat
What are the steps to this strategy?
The steps to teach this strategy would be students to know what each part of the question/phrase is. They would need to call on
their background knowledge of what multiplication and subtraction are. Understanding each part will help to fully explain how this
will work.
1. Does: Divide – what are we dividing? How do we divide? What are the factors to the problem?
2. Mama: Multiply – What are we multiplying? How do we determine if the multiplication factors are correct?
3. Sell: Subtract – What are we subtracting? What happens if I add instead of subtract?
4. Biscuits: Bring Down – What are we bringing down? How does this affect the problem? Where do I bring the number
down?
5. Really: Remainder – What is a remainder? How will I know I have the right remainder? What if I do not have a remainder?
Step 1: How will you Step 2: How will you Step 3: Describe how you will model the strategy
assess your students’ introduce and “sell” this to I will have a worksheet in front of the students (see attached). I will
skills? students? model one of the problems on either the board or on a document camera
Prior to teaching this I have notice fourth depending on what is in my classroom.
strategy, division would graders that you are really We are going to talk about long division. Who remembers what long
have to be introduced. I understanding and using division is? Can you tell me about it? Very good, thank you for sharing.
would then assess to see our division facts. Today, I When we do long division, there are five steps to solving an equation:
where the students are at want to introduce to you divide, multiple, subtract, bring down, and remainder. How are you
with division like 14÷2. If long division. ever going to remember these steps? I have question that I used to help
there is no need to reteach Or: We have been working me remember. Does Mama Sell Biscuits Really? I’m going to show you Commented [RS1]: This may be part of the sell in as well.
the whole lesson but just a all week on our division how I use this while I doing a long division problem. I have the Because this is how I would model a lesson on the strategy, I
included it here as well.
couple facts, then I would facts and I see we are problem 694÷5. I first need to figure out which number goes where in
move on. The assessment ready to add long division my equation. I think the 5 goes outside of the bar because it is our
would be a worksheet that to our folders. Today we divisor. 694 goes inside the half box because it is our dividend. We are
they work on either are going to talk about the going to write the quotient on top of the line.
individually or with their question: Does Mama Sell 5√694
math partners. It may even Biscuits Really? Now I need to divide 6 by 5. I remember that 5 goes into 6 once. So
be done back at the table I’m going to write a one above the line and multiple 1 times 5 and write
it under the 6.
with me so I know who is 1
contributing what. 5√694
-5
1
When I subtract, I get the answer 1. I am then going to bring down the 9
to get 19. I wonder how many times 5 goes into 19. I can remember
that 5 times 4 is 20, but that’s too big. 5 times 3 is 15 which is less than
19. I am going to write a three on top and subtract 15 from 19.
13
5√694
-5
19
-15
4
When I did the subtractions, I got 4 as an answer. Now I need to bring
down the 4 to get 44. Hmmm.. I wonder how many time 5 goes into 44.
Let me go through my math facts. 5 times 3 is 15. 5 times 4 is 20. 5
times 5 is 25. 5 times 6 is 30. 5 times 7 is 35. 5 times 8 is 40. 5 times 9 is
45. Since 5 times 8 is 40 which is less than 44. So I am going to put an
8 on top. Let me subtract 40 from 44.
138
5√694
-5
19
-15
44
-40
4
I am left with 4. 4 is less than 5. So it must be my remainder. So my
answer to 694 divided by 5 is 138 r. 4.
I would use color markers that match the colors I have on the notecard
for them.
4. How will students memorize these steps? 5. Describe your scaffolded instruction (modeled, guided, paired or grouped)
They will memorize the steps for the I would do one or more of the problems while thinking out loud. Then we would do
problem by repeated practice but also a another one together. I will want them to then work with a partner or groups of three
math notecard with the question and words (depending on the class size) to try a few more. I would also encourage them to try a
written out for them. (See template below) few on their own to see if they understand it themselves.
6. Describe how students will practice independently and how you will assess their progress
The students will have about three or four long division problems to work on by their selves. They can still sit with their groups and
as for help with the mindset that they will not get the answer, only advice.
I will assess their progress through
Does Mama Sell Biscuits Really?
Divide
Multiply
Subtract
Bring Down
Remainder? Repeat?

Does Mama Sell Biscuits Really?

Divide
Multiply
Subtract
Bring Down
Remainder? Repeat?
Name: _______________________________________

Solve the Long Division Problems.

Ex. 1:
1573 r. 1
4√6293 How many times does 4 go into 6? 1 time
-4 Multiply 1 times 4. Subtract 4 from 6.
22 Bring down the 2. What is 22 divided by 4?
-20 4 goes into 22 5 times. Subtract 4 times 5 from 22.
29 Bring down the 9. What is 29 divided by 4?
-28 4 goes into 29 7 times. Subtract 4 times 7 from 29.
13 Bring down the 3. What is 13 divided by 4?
-12 4 goes into 13 3 times. Subtract 4 times 3 from 13.
1 Does 4 go into 1? No. 1 is our remainder

1. 2.
3√2842 2√836

3. 4.
6√3968 8√7968
5. 6.
4√3967 5√3961

7. 8.
3√296 5√875

9. 10.
7√497 6√23296