Subject: Math Topic: Division
Learner Outcomes
Math:
1.1. Represent and describe whole numbers to
1 000 000
1.2. Apply mental mathematics strategies and
number properties in order to understand
and recall basic multiplication facts to 81
and related division facts
1.6. Demonstrate with and without concrete
materials, and understanding of division
Prerequisite Knowledge
 Ability to move around the classroom
 Basic division knowledge
 Writing ability
Grade: 5
Essential Questions
 What is math?
 What is division?
 How can we look at division?
 Where do we see division?
Plan for Differentiation
UDL
 Purposeful grouping: Each group has
members that are at different levels
academically. As this is a discussion
based activity, using learners that may not
typically work together may stimulate
deeper conversations
 Fidget toys are placed at the back of the
classroom for students that need it.
Priority is given to students that have
certain difficulties (e.g., IPP)
 Communicate content in as many modes
as possible (e.g., oral, written, visual)
 Give as much background information
and knowledge as possible before
beginning topic in order to activate prior
knowledge as well as interest levels.
DI
 Scaffolding material as much as possible
 Use of prompts for some students
 Fidget toys
 Students eliminated from game that are
likely to get upset may help decide
numbers being called out in order to
stimulate division facts
 Introduction
1. Students directed to sit down on the floor in front of the smart board by a message placed
on the smart board.
2. Explain game Atom: Students wander around the room. Teacher shouts at random
intervals, Atom and a number (e.g., Atom 4). The students must jump into groups of
whatever number was shouted out and whoever is left out is eliminated from the game.
Students eliminated are encouraged to start to think of numbers that the teacher should call
out to eliminate more students.
3. Once the game is over, gather students back in front of the smart board
4. Was this math? What math concepts are we using in this game? Discuss.
Time: 10 mins Resources: SmartBoard
Assessment
 Participation in class discussion
 Visual check for understanding (e.g., finger voting)

Activity Sequence
1. Students will be directed to the smart board where a chart of their groups is on the board.
Have students move into their groups.
2. Students will be given a sheet of large paper that is folded in half. Tell students not to
unfold their sheet at this time. They will be doing that later in the class.
3. Explain a mind web. A mind web is a graphic of all the different things that come to mind
when you think of a certain word. For example, when I think of school, I think of pencils,
students etc. Show this on the white board.
4. Have students make a mind map of the word division – what comes to mind when we
think division.
5. Circle the classroom, encouraging groups to dig deeper and having informal conversations
with groups
6. When students are done with this activity, have students shout out some answers. Write
down some of the common words on the smart board
7. Have students flip over their large sheet. They will find a way of representing division on
the back of the sheet. Work together to represent division in this way and show your work
on the sheet.
8. Large sheets will be taped onto the white board. Students can come up and present their
way of representing division
Time: 35 minutes Resources: Smart board, large grid paper, markers
Assessment
 Informal conversations with students
 Mind maps: were they making deep connections?
 Conceptual framing of division: How did they demonstrate a conceptual understanding of
division?

Closure
 Think about where you see division outside of the classroom. Your homework is to come
 up with a way of division that is used in the real world and write it down.
Time: 5 minutes Resources: (none)
Assessment
 Informal conversations with students
 Homework: Where did you see division in the real world?

Reflection