Math lesson plan · 4th grade (Year 5 in England) · 45 minutes
Division with remainders
Multiplication and division
CCSS 4.OA.A.3CCSS 4.NBT.B.6England: Y4 Multiplication and divisionEngland: Y5 Multiplication and division
Objective and success criteria
Students will: Division with remainders.
- 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: Division facts
Leads to: Divide by a one-digit number; Decide what to do with a remainder; Write remainders as fractions or decimals
Materials: Counters for arrays, Multiplication grid, Base-ten blocks, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 5 min
- Quick retrieval from earlier learning (Division facts). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- 25 ÷ 5 = ? → 5Prompt: Think of the multiplication fact.
- 20 cards are shared equally into 5 packs. How many cards go in each? → 4Prompt: Sharing equally is division.
- 63 ÷ __ = 7 → 9Prompt: Division and multiplication undo each other.
Hook · 5 min
- Show an array of chairs, eggs or windows and ask how many there are without counting one by one.
- Share the objective: Division with remainders. Read the success criteria together.
I do: model it · 10 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: 51 ÷ 9 = ? remainder 6. What is the missing quotient?
- Step 1: 9 × 5 = 45
- Step 2: 51 − 45 = 6
- Step 3: 51 ÷ 9 = 5 remainder 6
- Answer: 5
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 10 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- 107 ÷ 9 = ? remainder 8. What is the missing quotient? → 11Prompt: Which multiple of 9 is just below 107?
- 54 eggs are packed into boxes of 8. How many boxes can be completely filled? → 6Prompt: Divide 54 by 8.
You do: independent practice · 10 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 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- 36 ÷ 5 = ? remainder 1. What is the missing quotient? → 7Prompt: Which multiple of 5 is just below 36?
- 64 children are going on a trip. Each minibus holds 7 children. How many minibuses are needed? → 10Prompt: Divide 64 by 7. Is there a remainder?
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: Division facts.
- 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 one-digit number; Decide what to do with a remainder; Write remainders as fractions or 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