Math lesson plan · 4th grade (Year 5 in England) · 30 minutes
Divide whole numbers by 10, 100 and 1000
Multiplication and division
CCSS 4.NBT.A.1England: Y5 Multiplication and division
Objective and success criteria
Students will: Divide whole numbers by 10, 100 and 1000.
- 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: Multiply whole numbers by 10, 100 and 1000
Leads to: Divide whole numbers by 10 or 100 to get decimals
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 (Multiply whole numbers by 10, 100 and 1000). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- 713 × 1000 = ? → 713000Prompt: Each digit moves 3 places to the left.
- 20 × __ = 2000 → 100Prompt: How many places have the digits of 20 moved?
- Nia says 44 × 1000 = 4400. Spot the mistake and give the right answer. → 44000Prompt: How many zeros does 1000 have?
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 whole numbers by 10, 100 and 1000. 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: 510 000 ÷ 1000 = ?
- Step 1: 510 000 ÷ 1000 = 510
- Answer: 510
- 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.
- 43 600 ÷ 100 = ? → 436Prompt: Dividing by 10 moves every digit one place to the right.
- A factory packs 240 pencils into boxes of 10. How many boxes are filled? → 24Prompt: How many 10s are in 240?
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.
- 566 000 ÷ 1000 = ? → 566Prompt: Dividing by 10 moves every digit one place to the right.
- A factory packs 260 pencils into boxes of 10. How many boxes are filled? → 26Prompt: How many 10s are in 260?
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: Multiply whole numbers by 10, 100 and 1000.
- 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 whole numbers by 10 or 100 to get decimals.
- 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