Name: Meghan McNamara

Subject(s): Mathematics
Lesson Title: Dividing Whole Numbers
Curriculum Connections
Curriculum Area: Number Sense and Numeration

Curriculum Area:

Overall Expectations:

Overall Expectations:

Grade: 5

- solve problems involving the multiplication and division of

multi-digit whole numbers, and involving the addition and
subtraction of decimal numbers to hundredths, using a
variety of strategies

Specific Expectations:
-

Specific Expectations:

solve problems that arise from real-life situations

and that relate to magnitude of whole numbers up
to 100 000 (Quantity Relationships)
divide three-digit whole numbers by one-digit
whole numbers, using concrete materials,
estimation, student-generated algorithms, and
standard algorithms (Operating Sense)

Learning Goals:
Students will be able to:
-

understand and use the terminology for division (quotient, divider, dividend)
understand and demonstrate the steps to a division question by using steps that illustrate their work in producing
an answer

Assessment & Evaluation

SUCCESS CRITERIA/HIGHLIGHTS & SUMMARIES:

ASSESSMENT STRATEGY:
What will you focus your assessment on? Are you looking at the product
or process, metacognition skills etc.?
o
o
o

Assessment of learning
Assessment for
learning
Assessment as learning

understanding
o

Thinking

Communication

Application

ASSESSMENT TOOLS:

SOCIAL JUSTICE FRAMEWORK:

o
Anecdotal
o
Rating Scale
o
Checklist
o
Rubric
o
Other
Sample assessment tool MUST BE ATTACHED

Key Elements:

BLOOMS TAXONOMY:

MULTIPLE INTELLIGENCES:

o
o
o
o
o
o

Remembering/Knowledge
Understanding/
ComprehensIon
Applying/Application
Analyzing/Analysis
Evaluating/Synthesis
Creating/Evaluating

PROBLEM SOLVING
PROCESSES IN MATH:
o
o
o
o
o
o
o

ACCOMODATIONS/ MODIFICATIONS:
o
o
o
o
o
o
o
o

decreased workload
peer tutoring
increased time
different mode of response
visual aid/manipulatives
use of a timer
technology
teacher assistance
other

o
o
o
o
o
o
o
o

Reasoning & Proving

Reflecting
Representing
Selecting Tools
Computational Strategies
Connecting
Communicating

Knowledge &

Spatial/Visual
Linguistic/Verbal
Musical
Intrapersonal
Interpersonal
Logical/Math
Bodily Kinesthetic
Naturalist

DIFFERENTIATION:

What to learn (content)

Ways of learning (process)

Ways of demonstrating learning (product)

2014 Troy Fraser, Antonino Giambrone, Salima Kassam, Vidya Shah

Adapted from: Differentiated Instruction Teaching/Learning Examples 2009 Template for Writers. Ontario Ministry of Education, Student
Success/Learning to 18 Implementation, Training and Evaluation Branch

Prior Learning
Prior to this lesson, students will have:
-

gained knowledge on multiplication procedures for solving problems

been introduced to the logic of division, and vocabulary used (dividend, divisor, quotient)
been exposed to place value
understanding of addition, subtraction and rules for borrowing
practice estimating quotients

Materials and Resources

-

Time

whiteboard and marker

math sense 5 textbook
calculator
sample questions

Steps/Activities

Pedagogical
Framework:

Minds On

Connections
to Framework

Establish a positive learning environment

Connect to prior learning and/or experiences
Setting the context for learning

Review definitions of dividing vocabulary:

Dividend: number to be divided
i.e. 77 11=7 77= dividend

Assessment
As/For/Of
Learning
Assessment
Opportunities
- student understands
the vocabulary being
used when dividing

Divisor: number that another number is divided by

i.e. 77 11=7 11=divisor
Quotient: answer obtained by dividing a number into another number
i.e. 77 11=7 7=quotient

Action

Introduce new learning or extending/reinforcing prior to learning

Provide opportunities for practice and application of learning (guided/independent)

Introduce dividing with whole numbers:

-

Assessment
Opportunities
-

separate place values and have students identify

indicate when divisor is divided into hundredths place value

student
understands
steps for
dividing with

i.e.

whole
numbers
-

students are
able to explain
and discuss

have students recall their multiplication how many times does 5

go into 11?
illustrate carrying down the value in the tenths column
(finish problem)

the division
steps
-

students
demonstrate
their
understanding

2014 Troy Fraser, Antonino Giambrone, Salima Kassam, Vidya Shah

Adapted from: Differentiated Instruction Teaching/Learning Examples 2009 Template for Writers. Ontario Ministry of Education, Student
Success/Learning to 18 Implementation, Training and Evaluation Branch

by showing
their work at
how they
progressed to
getting the
answer

Consolidation and Connection

Helping students demonstrate what theyve learned

Providing opportunities for consolidation and reflection

Assessment
Opportunities

Prior to next day take up on Page 66 Question #1:

-

ask if all students understand how to divide with whole numbers

if any unclear, provide additional examples and/or simplify
further to find what area they need clarification on
ask students in the classroom if they have any strategies they
may use

Next Steps
- assign pg. 66 Question #1

2014 Troy Fraser, Antonino Giambrone, Salima Kassam, Vidya Shah

Adapted from: Differentiated Instruction Teaching/Learning Examples 2009 Template for Writers. Ontario Ministry of Education, Student
Success/Learning to 18 Implementation, Training and Evaluation Branch