Lesson Topic/Focus: Division using a single-digit divisor VELS Domain(s): Mathematics VELS Dimension(s) or Religious Education Guideline: Number

& Working mathematically

Date: Grade(s)/Year Level(s): 3/4 Duration of Lesson: 40 minutes

Standard(s)/Learning Outcome(s): Students devise and use written methods for division by a single-digit divisor (based on inverse relations in multiplication tables). Students recognise the mathematical structure of problems and use appropriate strategies (for example, recognition of sameness, difference and repetition) to find solutions. Indicators: The students are developing skills in: Dividing a given number into equal-sized groups Demonstrating their understanding with the use of materials (eg. unifix blocks, counters) and written algorithms Recognising relationships between multiplication and division basic facts Assessment: The students will be assessed on their ability to: Share a given number of materials into equal-sized groups Demonstrate their understanding of the mathematical focus with the use of materials and written algorithms Recognise relationships between multiplication and division basic facts Background to the Learning: Identify Pupils Current Knowledge The students are familiar with basic multiplication facts and some division with a single divisor The students have had prior experience using concrete materials such as unifix blocks and counters Lesson Resources: Unifix blocks/counters A3/A4 paper Pencils and textas IWB Content of Lesson: A. Introduction (5 mins) Investigate students prior knowledge about division as sharing with no remainders Highlight the use of concrete materials for exploring division concepts Record student ideas on IWB or A3 paper B. Development of Ideas (10 mins) Pose an open-ended question with group of students using the number 20 Investigate how many different groups of can be found using 20 unifix blocks Develop concept of recording answers in a written or number sentence Questions/Instructions: If there were 20 students who needed to get to the sports day, how many different combinations of equal-size groups could there be? How many ways can you divide this number into equal groups?

How do you know these are the only combinations, or can you find any more? The concept of remainders is not mentioned, but can be addressed if it arises naturally with the students. C. Consolidation and Practice (20 mins) Students: Work individually or in pairs using a set of materials and a sheet of paper/pencils Investigate different combinations of groups of for the numbers 24, 30, 40 (or another number under 50) Record working out and thinking on paper Extension: Chose their own number (under 100) Make up their own question using a chosen number Challenge a peer with a made up question using a chosen number Investigate numbers that cant be divided into equal groups (eg. remainders) Modification: Use numbers 20 or under Simplify question D. Closure (5 mins) Choose 3 students to share and reflect on their investigations Students reflect on the most effective strategies for working out division as sharing using the materials