Lesson Plan College of Saint Benedict/Saint Johns University

Title of Lesson: Division/Remainder Stations

NCTM Standard: Numbers and Operations
Grade Level: 5
Process Standard(s): Collaboration, Reasoning and Proof

Minnesota Academic Standards: Objectives:

5.1.1.1- Students will be able to divide multi-digit
number, using efficient and generalizable
procedures, based on knowledge of place value,
including stand algorithms. Recognize that
quotients can be represented in a variety of
ways, including a whole number with a
remainder, a fraction or mixed number, or a
decimal.
Students will be able to:
1. Solve division word problems when
given two multi-digit numbers
2. Calculate remainders with set of
numbers and in word problems

Rationale:
This lesson is important for a fifth grader because it helps students practice division using standard
or invented strategies in the context of real-world situations by using word problems. Students are
challenged to use reasoning skills and collaborate as they utilize strategies that make sense to them
and then have the opportunity to share those with others in the class. Emphasizing the real-world
importance of dividing to students would be a highlight of this lesson.
The objective of this lesson relates to prior learning because students have had previous practice
with division and invented strategies to solve division problems. Now, they are applying this
knowledge to real-world contexts and practicing interpreting remainders.
This lesson relates to future learning because students will continue using division in content in
future grades and will also utilize the skills learned in this lesson in everyday life situations.

Materials/Preparation Needed:
Sticky notes (2/student)
Dice
Scoot word problem cards
Recording sheet for word problem work/answers
Remainders Wanted game sheets (1/pair of students)
Find a line game sheets (1/pair of students)
Markers (10-at least 2 different colors)
Counters
**Have manipulatives/whiteboards available for easy access for students who use an invented
strategy requiring these materials

List and define:

1. discipline specific language:
(Long) Division - To break a number into parts; to separate
 Remainders - A number that is left over after breaking into even groups
Standard Strategies - Using the DMSB (Divide, Multiply, Subtract, Bring down) method in
order to solve (division) problems
Invented Strategies - Using ones own method in order to solve (division) problems
Quotient- answer to the division problem
2. academic language:
Interpret- figure out what the number means
Recognition- to know the answer just by looking at the numbers given
Solve- find an answer using your strategies
Context- the real life situation described in the word problem
Explain- to tell why something works
Create- to make your own
Calculate- do the math to figure out

Anticipatory Set: (5 min)

https://www.youtube.com/watch?v=0uZiqk_ZdcA

This video is a fun review of the standard way to do long division. We will use this as a reminder, but
also emphasize that students can use their own invented strategies to solve long division problems.
By having a fun and quirky element to it, the video and information therein is memorable.

After watching the video, follow up questions would be asked:

Who likes this DMSB method for solving division problems the best?
Can anyone remember other strategies, either ones you created or ones I have taught you,
that help you solve division problems?
Sometimes our problems dont work out evenly after we solve them. Can anyone remember
what the word is that means what is left over after we divide? (Remainder) Today we are
going to practice finding those and figuring out what they exactly mean in the real world.

Procedure: (27 minutes)

Station #1 (8 min)
Scoot Activity with Division Word Problems
Around the perimeter of the room, students will move in pairs/threes as they practice solving up to 4
different division word stories with real contexts. A scoot activity refers to problems that would
traditionally be given on a worksheet in a set being cut up on cards and placed around the room so
students get the chance to move after every problem.
Accommodation: Can vary the difficulty of the word problems based on the learning stages of the
students

Station #2 (8 min)
Remainders Wanted Activity
Students work in partners, practicing long division or using invented strategies to solve each division
fact. See the attached gameboard for instructions. Students would not only record the remainder
they calculate as they work, but also the number covered up, rolled, and the quotient, so the teacher
can have concrete evidence for assessment.
Accommodations: provide the opportunity for students with advanced division skills to use 2 dice
so both numbers are multi-digit; make a game board with without 3 digit numbers for students who
need more reinforcement

Station #3 (8 min)
Find a Line Game
Students work in partners, practicing recognition of basic division facts and creating their own real
world contexts for the equations they encounter in the game. See directions on the attached game
sheet. As an extension to directions, students would be asked to come up with a real world situation
where division is used to describe the three numbers they found. (i.e. 48, 8, 6- If there were 48 kids
in afterschool care and a gym game needed teams of 6, there would be 8 teams total)
Accommodation: For students who are struggling, do not enforce extension idea.

Assessment of Learning:

Assessed through Station 1 recording sheet

1 (Developing) 2 (Beginning) 3 (Proficient) 4 (Exceeds)

Solve single or Solve division word
multi-digit word problem when given
problems with one multi-digit number
assistance and one single digit
number
Solve division word Create their own
problems when given multi-digit word
two multi-digit problem
numbers

Assessed through Station 1 and Station 2 recording sheets

1 (Developing) 2 (Beginning) 3 (Proficient) 4 (Exceeds)

Calculate remainders Calculate remainders Calculate remainders Interpret the meaning

with a set of numbers with a set of numbers with set of numbers of the remainders in
and/or in word OR in word problems and in word problems the context of word
problems with problems
assistance

**Station 3 allows students to practice applying their own real-world context to division problems
which would help them begin to create their own division word problems while practicing basic
division facts which would assist struggling students with automatization of facts in a fun, engaging
game

Closure: (3 min)
Post-It
Students will get 2 sticky notes. On one sticky note, they will be prompted to explain or show the
division strategy that works best for them. On the other sticky note, they will be asked to write a
question they have about division or remainders. They would then place their responses on the
board for the teacher to review after the lesson. This is an important formative assessment tool
because it allows the teacher to assess how students are learning best and what areas of confusion
still need to be addressed in future instruction.

Assignment:
When you are at home tonight, think of a situation either at home or in activities you do where you,
your friends, or your family use division. We will be writing our own word problems to share with
classmates tomorrow!

Accommodations:
By having multiple types of games that use both interpersonal and intrapersonal skills, students can
use their strengths and also work on a weakness. There are also opportunities for advanced
students to solve harder division problems in addition to coming up and solving a problem on their
own. For students struggling academically, by emphasizing that there are multiple ways to learn in
addition to allowing them to use whichever method that works best for them, the lesson supports
them. For ELL and SPED students, there are visuals and group work as well as stations that allow
hands on practice with division.

Multiple Intelligences:
Kinesthetic: Students will be moving around the room to different stations throughout class.
Spatial: Each problem and game will be in front of the students on paper.
Linguistic: Students will be reading word problems. They will also be able to come up with
their own and share with their group partners.
Interpersonal: Students will be working with group members to solve problems on some
games.
Intrapersonal: Students will solve problems on their own on some games. They will also
come up with their own word problem.

Reflection
N/A
Station #1 Word Problems
1: Bobby went to the apple orchard with his class.
There are 17 students in his class, including
Bobby. They bought 14 bags of Honeycrisp
apples that had 9 in each bag. If they wanted to
divide all the apples evenly among the students,
how many apples would each person get? Is there
a remainder? If so, what does the remainder
mean in this problem?
3: Jimmy went trick-or-treating but his best friend
didnt get to join because he was sick. Jimmy
splits his 64 pieces of candy into 3 groups so he
can give 1 group to his friend. How many pieces
will be in each group? Is there a remainder? If so,
what does the remainder mean in this problem.
Station #1 Recording Sheet
Record your work and answers to each problem in the boxes below
Card 1
Card 3
2: Lisa went to the pumpkin patch with her parents
and little brother. There are 86 pumpkins in the
field and 10 other families there to buy pumpkins.
How many pumpkins would each family get if they
were split evenly among them? Is there a
remainder? If so, what does the remainder mean
in this problem?
4: Make your own word problem that uses
division!
Can your station partners solve it?
Card 2
Card 4
 Long Division Game
Directions: Players take turns covering a number on the game board with a counter, rolling the die and
dividing the number covered by the number on the die. The remainder is the students score for that
round. Play continues until all of the students counters have been used (ten rounds). Students add
their scores for all of the rounds. The student with the highest score wins.

25 810 154 74 981 152

589 14 37 256 35 802

745 10 77 63 658 746

81 409 250 83 98 87

522 45 612 30 214 870

118 632 407 48 175 333

Deanna Perry 2016

 Score Sheet

Player 1 Player 2
Round 1: ____________ ____________

Round 2: ____________ ____________

Round 3: ____________ ____________

Round 4: ____________ ____________

Round 5: ____________ ____________

Round 6: ____________ ____________

Round 7: ____________ ____________

Round 8: ____________ ____________

Round 9: ____________ ____________

Round 10: ____________ ____________

TOTAL: ____________ ____________

Deanna Perry 2016