Math lesson plan · 6th grade (Year 7 in England) · 30 minutes
Long division fluently
Multiplication and division
CCSS 6.NS.B.2England: Y6 Multiplication and divisionEngland: KS3 Number
Objective and success criteria
Students will: Long division fluently.
- 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 by two-digit numbers
Leads to: Divide by a decimal; Long division with a decimal answer
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 by two-digit numbers). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- 680 ÷ 20 = ? → 34Prompt: Estimate first: about how many 20s fit into 680?
- 974 chairs are set out in rows of 29. How many complete rows are there, and how many chairs are left over? Type the number of chairs left over. → 17Prompt: Divide 974 by 29.
- 462 ÷ 11 = ? → 42Prompt: Estimate first: about how many 11s fit into 462?
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: Long division fluently. 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: 29 880 ÷ 72 = ?
- Step 1: 29 880 ÷ 72 = 415
- Step 2: Check: 415 × 72 = 29 880
- Answer: 415
- 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.
- 8673 ÷ 21 = ? → 413Prompt: Use long division: divide, multiply, subtract, bring down.
- Work out 1240 ÷ 25. Give an exact decimal answer. → 49.6Prompt: Divide to get the whole-number part, then continue past the decimal point by adding zeros.
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.
- 9075 ÷ 55 = ? → 165Prompt: Use long division: divide, multiply, subtract, bring down.
- Work out 391 ÷ 5. Give an exact decimal answer. → 78.2Prompt: Divide to get the whole-number part, then continue past the decimal point by adding zeros.
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 by two-digit numbers.
- 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 by a decimal; Long division with a decimal answer.
- 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-6.
Free lesson plan from eurekami.com/lesson-plan-builder