Math lesson plan · 5th grade (Year 6 in England) · 45 minutes
Divide three-digit numbers by two-digit numbers
Multiplication and division
CCSS 5.NBT.B.6England: Y6 Multiplication and division
Objective and success criteria
Students will: Divide three-digit numbers by two-digit numbers.
- 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 three-digit number by a one-digit number; Estimate products by rounding
Leads to: Long division: four-digit by two-digit
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 (Divide a three-digit number by a one-digit number; Estimate products by rounding). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- 117 ÷ 9 = ? → 13Prompt: Divide the hundreds first, then the tens, then the ones.
- Estimate 196 × 3 by rounding 196 to the nearest hundred. → 600Prompt: 196 rounds to what?
- Arjun cycles 994 km in 7 weeks, the same distance each week. How many kilometres is that per week? → 142Prompt: Share 994 into 7 equal parts.
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 three-digit numbers by two-digit numbers. 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: 504 ÷ 28 = ?
- Step 1: 28 × 18 = 504
- Step 2: 504 ÷ 28 = 18
- Answer: 18
- 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.
- 484 ÷ 22 = ? → 22Prompt: Write the first few multiples of 22: 22, 44, 66, …
- 510 muffins are packed with 30 in each of the trays. How many trays are filled? → 17Prompt: How many groups of 30 fit into 510?
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.
- 760 pencils are packed with 20 in each of the boxes. How many boxes are filled? → 38Prompt: How many groups of 20 fit into 760?
- 667 ÷ 23 = ? → 29Prompt: Write the first few multiples of 23: 23, 46, 69, …
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 three-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: Long division: four-digit by two-digit.
- 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-5.
Free lesson plan from eurekami.com/lesson-plan-builder