Math lesson plan · 4th grade (Year 5 in England) · 30 minutes
Divide a three-digit number by a one-digit number
Multiplication and division
CCSS 4.NBT.B.6England: Y5 Multiplication and division
Objective and success criteria
Students will: Divide a three-digit number by a one-digit number.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Divide a two-digit number by a one-digit number
Leads to: Divide a four-digit number by a one-digit number; Multi-step word problems with whole numbers; Divide three-digit numbers by two-digit numbers
Materials: Counters for arrays, Multiplication grid, Base-ten blocks, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 4 min
- Quick retrieval from earlier learning (Divide a two-digit number by a one-digit number). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- 54 ÷ 3 = ? → 18Prompt: Split 54 into a multiple of 3 you know (like 30) and the rest.
- 96 fish are shared equally between 8 tanks. How many fish go in each? → 12Prompt: Work out 96 ÷ 8.
- 66 ÷ 2 = ? → 33Prompt: Split 66 into a multiple of 2 you know (like 20) and the rest.
Hook · 3 min
- Show an array of chairs, eggs or windows and ask how many there are without counting one by one.
- Share the objective: Divide a three-digit number by a one-digit number. Read the success criteria together.
I do: model it · 7 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: 965 ÷ 5 = ?
- Step 1: 9 ÷ 5 = 1 r 4
- Step 2: 46 ÷ 5 = 9 r 1
- Step 3: 15 ÷ 5 = 3
- Step 4: 965 ÷ 5 = 193
- Answer: 193
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 6 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- 195 ÷ 3 = ? → 65Prompt: Divide the hundreds first, then the tens, then the ones.
- Kwame cycles 896 km in 4 weeks, the same distance each week. How many kilometres is that per week? → 224Prompt: Share 896 into 4 equal parts.
You do: independent practice · 7 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 6 questions are on the student sheet below, with answers in the key.
Exit ticket · 3 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Luis cycles 872 km in 8 weeks, the same distance each week. How many kilometres is that per week? → 109Prompt: Share 872 into 8 equal parts.
- 8 × ▢ = 344. What number is ▢? → 43Prompt: Use the inverse operation.
Watch out for
- Thinking multiplying always makes a number bigger.
- Dropping a zero in long multiplication when moving to the tens row.
Support and stretch
Support
- Review first: Divide a two-digit number by a one-digit number.
- Use concrete materials: counters for arrays.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Move on to: Divide a four-digit number by a one-digit number; Multi-step word problems with whole numbers; Divide three-digit numbers by two-digit numbers.
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/math/grade-4.
Free lesson plan from eurekami.com/lesson-plan-builder