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Lesson Plan Short Division

This lesson plan aims to teach students different levels of short division. In the starter, students will practice multiplication tables. The development section will demonstrate short division using the box method on examples with integers and decimals. Students will then practice independently and in pairs on context problems in the plenary. Differentiation is provided for more and less able students.

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Jonathan Robinson
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1K views1 page

Lesson Plan Short Division

This lesson plan aims to teach students different levels of short division. In the starter, students will practice multiplication tables. The development section will demonstrate short division using the box method on examples with integers and decimals. Students will then practice independently and in pairs on context problems in the plenary. Differentiation is provided for more and less able students.

Uploaded by

Jonathan Robinson
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Planning Sheet Title: Short Division Learning Objectives: By the end of the lesson: All students should be able to divide any integer by a single digit. Most students should be able to divide a decimal by a single digit. Some students should be able to divide one by another for a problem given in context. Key words: Division, Quotient, Carry, How many Learning Activities Starter/Introduction Students practise basic times tables to complete a multiplication grid. The first column and final row involves the students having to decide their own factor pair for 16. Less able students may benefit from having a times table grid to hand to recognise the product pairs. Have the class present their solution on mini-whiteboards for assessment and feedback. Development Space is left to the right of the screen to work through the problems with the students using the box method. It may be of benefit to display a times table grid when carrying over a remainder. Discuss the need to work from left to right (the highest value digit to the lowest) when dividing but right to left (the lowest value digit to the highest) when multiplying. When dividing with decimals discuss the need to line up the decimal point since it is fixed within the place value table. Work through the problems on the second slide with the students. They could attempt the last two questions on mini-whiteboards for assessment. The class should be able to progress through the third slide independently. Plenary Students are challenged to apply their learning from the lesson to solve division problems in context. Encourage students to write the calculation and clearly show the working. Less able students may need to have the calculation given. Working in pairs would also provide peer support. Have the solutions presented one at a time for assessment and feedback. Differentiation More able: Students could calculate divisions leading to recurring decimals. Problems such as 225 15 could be attempted by first writing as a fraction then simplifying to make 45 3. Less Able Students may need access to a times table grid throughout. Encourage students to do their working out on mini-whiteboards before it is written permanently in their book. This reduces the fear of making mistakes. Resources: Mini-whiteboards

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