Math lesson plan · 4th grade (Year 5 in England) · 45 minutes
Divide by a one-digit number
Multiplication and division
CCSS 4.NBT.B.6England: Y5 Multiplication and divisionEngland: Y6 Multiplication and division
Objective and success criteria
Students will: Divide 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: Division with remainders; Multiply by a one-digit number
Leads to: Divide by two-digit numbers; Divide decimals; Mean, median, mode and range
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 with remainders; Multiply by a one-digit number). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- What is the remainder when 43 is divided by 6? → 1Prompt: Which multiple of 6 is just below 43?
- 27 × 4 = ? → 108Prompt: Split 27 into tens and ones: 20 + 7.
- 79 children are going on a trip. Each minibus holds 8 children. How many minibuses are needed? → 10Prompt: Divide 79 by 8. Is there a remainder?
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: Divide by a one-digit number. 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: 497 ÷ 7 = ?
- Step 1: 7 × 71 = 497
- Step 2: 497 ÷ 7 = 71
- Answer: 71
- 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.
- 420 ÷ 6 = ? → 70Prompt: Use short division (bus stop): divide the digits from the left.
- 4491 ÷ 9 = ? → 499Prompt: Divide the first digit (or first two digits) by the divisor.
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.
- 45 ÷ 3 = ? → 15Prompt: Use short division (bus stop): divide the digits from the left.
- 6816 ÷ 8 = ? → 852Prompt: Divide the first digit (or first two digits) by the divisor.
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 with remainders.
- 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 two-digit numbers; Divide decimals; Mean, median, mode and range.
- 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