I. Subject/Content Area
Mathematics/ Division
II. Alabama Course of Study
4th Solve problems, including word problems, involving multiplication and division of whole numbers through two-digit multipliers and one-digit divisors.
III. Concepts
Dividing two digit numbers by one digit divisors
IV. Behavioral Objectives
· TSWBAT
· provide the answer to simple division problems using the standard algorithm.
V. Evaluation
· TTW (the teacher will)
· Be observing to see if the problem is set up correctly (two digits in the house and one digit out side the house
· Check to see if the procedure is done correctly (left to right)
· Check to see if the product is correct.
VI. Materials
· Worksheet of bunny
· Crayons
· Pencil/paper
VII. Teaching/ Learning Procedures
A. Motivation
· “ If I had 25 pieces of candy and I wanted to give 5 students same amount of candy how would I know how many pieces of candy each person would receive.”
· Let students respond
· Today we are going to learn about simple division where we will be dividing one number into two numbers.
B. Instructional Procedure
· I Do
· First students will only watch me as I do example problems showing them the standard algorithm to sold these division problems.
· Example problems might include 66/3, 25/5, 91/9, 46/2, 54/3.
· We Do
· Now I allow students to take notes as we work the problems together as a class.
· I call on students for my next step in each problem.
· We work 5 problems out together as a class
· You do
· I write 5 problems out on the board
· And allow students to work problems out independently
· Students may raise their hand for assistance.
§ I will be checking to Be observing to see if the problem is set up correctly (two digits in the house and one digit out side the house
§ Check to see if the procedure is done correctly (left to right)
· Check to see if the product is correct.
· I walk around the desk during independent time asking question like
· What have you tried that didn’t work? How did you know you were done? How do you know your answer is correct? Without telling the answer how would you tell a classmate to get started? What is not clear to you at this point?
· Work out problems on the board and let students correct their selves as we work out the problems as a class.
C. Closure
· Ask students what is the first, second, third, and fourth step in division (D.M.S.B.) Divide multiply subtract and bring down.
· Ask students when do we divide in our everyday lives.
· Pass out color sheet where students are to practice the skills of division that we have just learned.
· On coloring sheet depending on students answers it determines what color their rabbit will be.
· For examples if your answer has a 6 in it you color that part of the animal green, if your answer is 3 you color that part of the animal pink, so on and so on.
VIII. Supplemental Activities
· Students who finish early will be asked/allowed to work out division problems that have remainders
· Students who desire enrichment will be directed to get a worksheet with more types of problems that we did today.
· Students who need remediation will be allowed to work with a partner and will be given more problems from the teacher.
