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I. Standard: 5.NBT.6 Divide a 3‐digit whole number by a 2‐digit whole number using strategies based on place
value, the properties of operations, or the relationship between multiplication and division. Use equations and
area models to explain strategies for dividing multi‐digit whole numbers.
II. Objective/Target and I can statements:
Today I am going to: use a base area model
So I can: divide a 3‐digit whole number by a 2‐digit whole number
III. Lesson Management: Focus and Organization
CHAMPS chart
Math Workshop Schedule
IV. Math Workshop Introduction (5 mins): Creating Excitement and Focus for the Lesson Target
Generate interest: inform students that they will get the opportunity to write a division story problem for
their classmates to solve.
Access prior knowledge: “What do we know about story problems? They are word problems with numbers,
asking us to use specific math operations – addition, subtraction, multiplication, division... What might a key
word be to let us know that we needed to divide?”
o as much cut up each group has equal sharing half (or other fractions) how many in each
parts per percent quotient of ratio of separated share something equally
Practice/review something already known: Remind students of the division lesson from yesterday using the
area model and arrays.
Review Workshop Procedures
o Schedule on the Smart Board, materials listed, voice level listed, location listed
o Stations (approximately 15 minutes each)
Decimal of the Day
Hands On: Work Place game (rounding decimals)
Teacher Center: division with area model practice
At Your Seat: Story Problem worksheet
V. Input: Setting up the Lesson for Student Success
A. Task Analysis
Students are on day two of a new module exploring how to divide a 3‐digit whole number by a 2‐digit
number using an area model.
B. Thinking Levels: Revised Bloom’s Taxonomy – questions to engage students’ thinking
Remembering – What is an array? What does it mean to divide?
Understanding – When would we use division in everyday life?
Applying– How would you solve this division problem?
Analyzing– How can you use a model to SHOW what is happening when we divide or how to divide?
(breaking information down)
Creating – What story problem can you create using these given numbers, knowing you need to use the
division operation? (generating new ideas)
Evaluating – Can you explain how and why you solved this problem the way you did? (justifying)
C. Accommodations; differentiating to meet student needs
Remediation/Intervention: one on one work with teacher and/or para‐pro during math workshop or RTI.
Extension/Enrichment: create a game to be used in Work Places. Must involve a 3‐digit whole number
being divided by a 2‐digit whole number.
Learning styles:
1. Visual – Using manipulatives, anchor charts, and written instructions on Smart Board
2. Auditory – Verbal instructions
3. Kinesthetic – Playing a Work Place game during “Hands On” and using manipulatives
4. Social – Working with partners during “Hands On” and “Teacher’s Center”
D. Methods, Materials, and Integrated Technology
Instructional techniques: interactive instruction – workshop
Engagement strategies: think‐pair‐shair, group work, partner games
Materials and Integrated Technology list: Elmo, laptop/Smart Board, math books, math journals, Work
Place game, clipboards, hi‐liters, red pens, base ten pieces, and pencil.
VI. Modeling: “I DO”
This process was frontloaded on a previous day during a whole group lesson.
o Students were shown how to:
Estimate the answer to the problem they were given
Model and solve the problem with base ten pieces
Write the answer
Write an equation to show the steps taken when building their model
Write a story problem to match the division combination
VII. Teacher Center (15 mins) Checking for Understanding
Students were observed during a previous lesson for understanding during a whole class discussion, and
think‐pair‐share sessions.
VIII. Teacher Center (Part of 15 mins) Guided Practice: “WE DO”
The teacher will write “308 divided by 22” on a white board and ask students to write this in their math
journals.
Students will be asked to estimate the answer – either by rounding and dividing or using trial and error with
multiplication
Students will collaborate and use base ten pieces to model and solve the problem
o 300/20 = 15 or 22 x 10 = 220, so it must be more than 10 …
Students will discuss and write an equation to show the steps they took when building their model
o 100+100+100+8 = 308
Students will share examples of how to write a story problem that matches 308/22
o Mrs. Wells has 208 pieces of candy to share with 22 students. How many pieces of candy can
each student have?
Students will be given a strip of paper with a division equation on it, the “Story Problems Instructions”
worksheet, and the “Story Problem Paper” worksheet.
The teacher will review the instructions, and give students any time left to start their assignment.
IX. “At Your Seat” Workshop Station (15mins) ‐ Collaborative (“YOU DO TOGETHER”) and/or Independent
Practice (“YOU DO”)
Students will be given any time left during teacher center plus approximately 15 minutes to:
o Estimate the answer to the problem they were given
o Model and solve the problem with base ten pieces
o Write the answer on their strip of paper with the equation they were given
o Write at least one equation to show the steps they took when building their model
o And write a story problem to match the division combination on the front of the “Story Problem
Paper”
X. Closure:
“Boys and girls, today we looked at dividing a 3‐digit whole number by a 2‐digit whole number, and using an
area model to show our thinking. Then you had the chance to create a story problem, and your classmates
will have an opportunity to solve these tomorrow”
XI. Assessment
Formative assessment is through observation during teacher center and Story Problem worksheet
completion.