Action Research on Long Division

By: Rebecca Bauer

Abstract:
4th grade students at Bluefield Intermediate studied a unit on long division. During the course of
instruction, students learned different methods to complete a division problem including the
RDW (read, draw, write) method, array and area models, the use of a t-chart and hands on
experience with the use of number disks and a place value chart. This action research will
discuss these methods for teaching long division in such a way that the underlying concepts can
be understood by students.

Introduction:
I completed my first placement of student teaching and action research in Mrs. Lillys 4th grade
class at Bluefield Intermediate School located in Bluefield, West Virginia. Bluefield
Intermediate School is part of Mercer County, serving 3rd through 5th grades. There are a total of
18 students in Mrs. Lillys class, evenly distributed between genders. One student currently
receives special education services and another student has a 504 plan and receives
accommodations for ADHD. Currently, there are 353 students enrolled at Bluefield
Intermediate School with a 12 to 1 student to teacher ratio. The minority enrollment is 38%,
which is more than the state average; 207 students or 58.6% of the student population at
Bluefield Intermediate School identify as Caucasian, making up the majority of the student
body. The demographic breakdown of Bluefield Intermediate School is drastically different
from that of a typical school in the state of West Virginia, which is made up of 91.7%
Caucasian students on average. There are roughly an equal percentage of males and females at
Bluefield Intermediate School with 49% males and 51% females forming the student body. The

median household income in Mercer County was $34,842, compared to $41,043 for the entire
state. The poverty rate was 22.2 percent, compared to 17.9 percent statewide.

Learning Goals and Objectives:

Students apply their understanding of models for division, place value, properties of operations and
the relationship of division to multiplication as they develop, discuss and use efficient, accurate and
generalizable procedures to find quotients involving multi-digit dividends. They select and
accurately apply appropriate methods to estimate and mentally calculate quotients and interpret
remainders based upon the context. The Next Generation CSOs that are covered in this action
research project are as follows:
M.4.NBT.6 find whole-number quotients and remainders with up to four-digit dividends and onedigit divisors, using strategies based on place value, the properties of operations and/or the
relationship between multiplication and division and illustrate and explain the calculation by using
equations, rectangular arrays and/or area models.

Students will learn how to use the array and area model strategy to solve a division problem.
Students will use the RDW (read, draw, write) method to solve division word problems.
Students will solve division problems using a place value chart and base ten number disks
manipulatives.

Assessment Plan:

Student Objective
(do)
Understand and
solve division
problems with a
remainder using
array and area
models.

Math specific assessments

PreAssessment

Formative
Understand and
solve two-digit
dividend division
problems with a
remainder in the
ones and tens place
by using place
value disks.
Represent and
solve division
Problems requiring
decomposing a
remainder in the
tens and ones
place.

Understand and
solve two-digit
dividend division
problems using the
standard algorithm.

PostAssessment

Students were given a

5 question preassessment on dividing
a 2 digit dividend, by a
1 digit divisor with
remainders. Students
were expected to show
their work.
Students were given
problem sets after
direct instruction and
guided practice for the
purpose of formative
assessment. When
students completed the
problem set we went
over the problems
together in class. This
gave the students an
opportunity for asking
questions and student
involvement before
taking the exit ticket.
Students were given a
5 question post -test on
dividing a 2 digit
dividend, by a 1 digit
divisor with
remainders. Students
were expected to show
their work. Students
were allowed to use
different methods from
the unit.

Rationale of
Assessments
To test prior knowledge
of long division with
remainders.

To assess student
understanding before
moving on to the next
lesson.

Post-instruction
assessment of student
proficiency in long
division with
remainders.

Bluefield State College

Daily Lesson Plan
Name: Rebecca Bauer

Date: March 1, 2016

Subject: Math

Topic: Division

Grade: 4th

Length of Lesson: 1 hour

Introduction (Essential Question): Can you solve division word problems using remainders?
Standard: Math
Cluster: Number & Operations in Base Ten / Operations & Algebraic Thinking (OA)
Objectives:
M.4.NBT.5 multiply a whole number of up to four digits by a one-digit whole number, multiply two
two-digit numbers, using strategies based on place value and the properties of operations and illustrate
and explain the calculation by using equations, rectangular arrays and/or area models.
M.4.NBT.6 find whole-number quotients and remainders with up to four-digit dividends and one-digit
divisors, using strategies based on place value, the properties of operations and/or the relationship
between multiplication and division and illustrate and explain the calculation by using equations,
rectangular arrays and/or area models.
M .4.OA.1 interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 7 as a statement
that 35 is 5 times as many as 7 and 7 times as many as 5 and represent verbal statements of
multiplicative comparisons as multiplication equations.
Specific Objectives:
Fourth grade students at the mastery level in mathematics: demonstrate understanding of place value and
rounding of whole numbers; illustrate and explain place value and apply properties of operations to
perform multi-digit arithmetic.
Materials: personal white boards, dry erase markers, place value chart
Methods: direct instruction, use of manipulatives, explorative learning, RDW (Read, Draw, Write)
Method.
Direct Instruction: Concept development- Teacher will use the engageny outline module 3, lesson 14,
to introduce lesson on fractions. The teacher will explain that the word dividend represents the whole in
a division problem. Teacher will explain the divisor, the dividend and the quotient. Teacher will model
how to divide a two-digit number by a one-digit number with and without remainders using the RDW
(read, draw, write) strategy, arrays, area models, t-chart, and tape diagrams using sample problems.
Teacher will also model how to check division problems by using multiplication.

1. There are 12 students in PE class separated into 4 equal teams. How many students are on each
team?
2. One more student joined the class described at the beginning of Problem 1. There are now 13
students to be divided into 4 equal teams. Draw an array to find how many students are on each
team. What did you find?
3. Kristy bought 13 roses. If she puts 6 roses in each vase, how many vases will she use? Will
there be any roses left over?
4. Allison has 22 meters of fabric to sew dresses. She uses 3 meters of fabric for each dress. After
how many dresses will Allison need to buy more fabric
Guided Practice: Fluency practice- group count to divide, number sentences in an array, and divide
with remainders. Teacher will guide students as they practice these skills. Teacher will review problem
set with the class once they have finished.
Differentiation:
Below Level: Students will use place value chart and will be instructed to always use a t-chart to help
with multiplication.
On Level: Students will use whatever method works best to solve the division problem. They will be
encouraged to check their answers using multiplication.
Above Level: Students will be encouraged to solve problems using the standard algorithm.
Lesson Closure: Students will answer essential question.
Independent Practice: Before the lesson begins, students will take a pre-assessment on division
problems with remainders. Teacher will use data from assessment to help formulate lesson plans for the
rest of the week.
1.
2.
3.
4.

293
225
434
597

After direct instruction, students will do problem set independently and review with the class. Students
can use problem set to help assist them with their homework.
Assessment: Exit ticket from engage NY outline module 3 lesson 14.
Use the RDW process to solve the following problem.
Fifty-three students are going on a field trip. The students are divided into groups of 6 students. How
many groups of 6 students will there be? If the remaining students form a smaller group, and one
chaperone is assigned to every group, how many total chaperones are needed?

Bluefield State College

Daily Lesson Plan
Name: Rebecca Bauer

Date: March 2, 2016

Subject: Math

Topic: Division

Grade: 4th

Length of Lesson: 1 hour

Introduction (Essential Question): Can you understand and solve division problems with a remainder
using the array and area models?
Standard: Math
Cluster: Number & Operations in Base Ten
Objectives:
M.4.NBT.1 recognize that in a multi-digit whole number, a digit in one place represents ten times what it
represents in the place to its right. For example, recognize that 700 70 = 10 by applying concepts of
place value and division.
M.4.NBT.6 find whole-number quotients and remainders with up to four-digit dividends and one-digit
divisors, using strategies based on place value, the properties of operations and/or the relationship
between multiplication and division and illustrate and explain the calculation by using equations,
rectangular arrays and/or area models.
Specific Objectives: Students will learn how to use the array and area model strategy to solve a division
problem.
Materials: grid paper, engage NY module 3 lesson 15 outline,
Methods: RDW (Read, Draw, Write) Method. Group work
Direct Instruction: Teacher will use the engage NY outline, module 3 lesson 15. Teacher will model
how to solve a division problem with and without a remainder using the array and area model.
Array and area model examples:

Guided Practice: Students will work on problem set with a partner. Teacher will walk around to check
for understanding. When students are finished working on problem set, teacher will review answers with
the class. Students can use problem set to help assist them with their homework.
Show division using an array.
1

Show division using an area model.

18 6

Quotient = _________
Remainder = _______

Can you show 18 6 with one rectangle?

______

19 6

Quotient = _________
Remainder = _______

Can you show 19 6 with one rectangle?

______
Explain how you showed the remainder:

Differentiation:
Below Level: Students will use place value chart and will be instructed to always use a t-chart to help
with multiplication.
On Level: Students will use whatever method works best to solve the division problem. They will be
encouraged to check their answers using multiplication.
Above Level: Students will be encouraged to solve problems using the standard algorithm.
Lesson Closure: Answer essential question.
Independent Practice: Students will be given exit ticket to complete on their own. Students will be
given similar homework problems.
Assessment: Exit ticket.
Solve using an array and area model.
27 5
32 6

*pictures came from engage NY outline, 4th grade module 3 lesson 15.

Bluefield State College

Daily Lesson Plan
Name: Rebecca Bauer

Date: March 3, 2015

Subject: Math

Topic: division

Grade: 4th

Length of Lesson: 1 hour

Introduction (Essential Question): Can you understand and solve two-digit dividend division
problems with a remainder in the ones place by using place value disks?
Standard: Math

Cluster: Number & Operations in Base Ten

Objectives:
M.4.NBT.6 find whole-number quotients and remainders with up to four-digit dividends and one-digit
divisors, using strategies based on place value, the properties of operations and/or the relationship
between multiplication and division and illustrate and explain the calculation by using equations,
rectangular arrays and/or area models.
Specific Objectives: Students will solve division problems using a place value chart and base ten
number disks manipulatives.
Materials: engage NY outline, module 3 lesson 16, place value chart, dry erase boards, dry erase
markers, base 10 number disks.
Methods: RDW strategy, work with manipulatives
Direct Instruction: Teacher will model how to solve a division problem using a place value chart.
Teacher will also model how to solve the same problem using the standard algorithm. Teacher will tell
students to draw a t-chart and to write the number of the divisor at the top of the t-chart. The students
will then write the divisors multiplication family on the right side of the chart.

Guided Practice: The students will work together in groups of four so they can share the place value
disks with their groups. The teacher will cut out small squares of construction paper to serve as the place
value disks. Red squares = 100, Blue squares = 10, and Yellow squares = 1s. Students will draw a place
value chart on their desks, using a dry erase marker. The teacher will model a few problems on the board
while the students work with the number disks to solve the problems.

Differentiation:
Below Level: Students will use place value chart and will be instructed to always use a t-chart to help
with multiplication.
On Level: Students will use whatever method works best to solve the division problem. They will be
encouraged to check their answers using multiplication.

Above Level: Students will be encouraged to solve problems using the standard algorithm
Lesson Closure: Answer essential question.
Independent Practice: Students will work independently on problem set and then we will review
together as a class. Students can use problem set to help assist with homework.
Assessment: Students will be administered a post-test. The test will consist of the same problems given
for pre-assessment.
1.

293

2.

225

3.

434

4.

597

*Pictures came from engage NY outline, 4th grade module 3 lesson 16.

Use of Technology:
Before teaching the unit on long division, I showed the students a YouTube video on the steps of
division. During direct instruction, I used a projector to project division word problems and place
value chart on the board. Two days a week the students had access to the computer lab where
they could go on to educational websites to master 4 th grade math problems. Students also had
access to the mobile computer lab, where they were able to use tablets to complete star math
testing.

Instructional Decision-Making:
This action research discusses methods for teaching long division in such a way that the
underlying concepts can be understood by students. The result I am looking for students to understand
is, how to decompose a number and break it down into a smaller unit and understand that the smaller
unit is actually equivalent to a larger unit. For example when students are decomposing the number 100,
they are actually partitioning it into 10 tens. They are able to see on the place value chart that 10 tens is
equivalent to 100. Students will be able to understand that the dividend represents the whole and the
divisor represents the number of groups. The purpose of the place value chart is so the students can use
number disks to support them visually and develop an understanding of why they perform the steps they
perform when they are using the long division and standard algorithm. Its very important that the
students understand the math and move beyond just the steps and procedures so they can really
conceptualize the math and not just remember the procedure and learn math tricks to help solve the
problem.

Impact on Student Learning (Results):

Jasper
Torianne
Samara
Juliana
Kenneth
Isaiah
Austin
Khalil
Grace
Noah
Emoni
Olivia
Glen
Luke
Lacy

Pre-Test
Post-Test

20

40

60

80

100

120

120
100
80
Pre-Test

60

Post-Test
40
20
0
0

10

12

14

16

The students were given a 5 question pre-test and post-test where students were expected to show their
work to solve the problem. These graphs indicate that the students all received a zero on the pretest. At
the end of the unit, a post test was administered and it shows that 5 out of 15 students received 100%, 5
out of 15 students received 80%, 4 out of 15 students received 60%, and 1 out of 15 students received

0%.
Reflection and Self-Evaluation:
I completed an action research project in a 4th grade classroom at Bluefield Intermediate School
located in Bluefield West Virginia on methods for teaching long division in such a way that the
underlying concepts can be understood by students. I pre-assessed the students on completing several
long division problems with remainders and after teaching the unit, I administered a post-test. According
to Marjorie Montague, author of Teaching Division to Students With Learning Disabilities: A
Constructivist Approach, allowing students to be "active and engaged learners who construct meaning
by selecting, organizing, connecting, and understanding information, ideas, and concepts as a
consequence of prior knowledge and experience" (2010, p. 166) sets them up for confident learners.
While teaching this unit on long division, I wanted to teach the students different strategies for
completing a long division math problem. According to Klein and Milgram, authors of The Role of
Long Division in the K-12 Curriculum, "the long division algorithm is an essential tool for
understanding what a real number is" and how long division has "important connections of the algorithm
to more advanced parts of mathematics" (2000, p.4).
After administering the pre-test, I noticed right away that the students did not understand how to
work a division problem using the standard algorithm. The results of the pre-test indicated that everyone
in the class received zero percent on the test. The students seemed a little apprehensive while taking the
pre-test, but I reassured them that it wasnt for a grade, it was just a pre-test to show me what methods
and lessons I needed to put together so they would understand how to work the problems. There were a
few students who attempted to answer the problems; I noticed that some of the students set the problems
up like a multiplication problem, while others attempted to put the dividend into groups. The data I

collected from the pre-test gave me a perfect opportunity to teach the students several methods for
solving division problems.
Some of the methods I used to teach division were the RDW (read, draw, write) method, the
array model, area model, t-chart method, and finally the use of a place value chart using number disks as
manipulatives. I began the unit with solving division word problems so the students used the read, draw,
write strategy so they could draw and visually see how a number is dispersed into different groups.
Students then used the array and area models to show the partitive and measurement approach of
division. For example, when we use the array model for the problem, 26 divided by 4, the students will
use the partitive approach of division and draw 4 dots in a column because 4 is our divisor. Each group
has four dots. We then end up with 6 columns of 4 with a remainder of 2. Students then used the area
model to show the measurement approach of division by drawing a rectangle and saying that the height
of the rectangle is 4 and the width of the rectangle is 6, which are 24 square units and then showing 2
additional units added onto the area model for the remainder. The students then used the place value
chart and number disks to conceptualize how to decompose a number and break it down into a smaller
unit and understand that the smaller unit is actually equivalent to a larger unit. When students are finally
able to solve division problems using the standard algorithm, they are encouraged to use a multiplication
t-chart. Students are also taught the mnemonic devise (daddy, mother, sister, and brother) to remember
the steps of a division problem.
After teaching the unit on long division, I administered a post-test to see how much the students
improved. The results show that 5 out of 15 students received 100%, 5 out of 15 students received 80%,
4 out of 15 students received 60%, and 1 out of 15 students received 0%.

Works Cited
D. Klein, R. M. (2000). The Role of long division in the k-12 curriculum. Retrieved from
www.csun.edu/-vcmth00m/longdivision.pdf

Montague, M. (2010). Teaching division to students with learning disabilities: A constructivist

approach. Retrieved from http.//dx.doi.org/10.1207/S15327035EX1103 04