Math lesson plan · 5th grade (Year 6 in England) · 60 minutes
Divide by two-digit numbers
Multiplication and division
CCSS 5.NBT.B.6England: Y6 Multiplication and division
Objective and success criteria
Students will: Divide 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 by a one-digit number
Leads to: Long division fluently; 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 · 6 min
- Quick retrieval from earlier learning (Divide by a one-digit number). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- 190 ÷ 5 = ? → 38Prompt: Use short division (bus stop): divide the digits from the left.
- 1668 ÷ 4 = ? → 417Prompt: Divide the first digit (or first two digits) by the divisor.
- 342 ÷ 9 = ? → 38Prompt: Use short division (bus stop): divide the digits from the left.
Hook · 6 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 two-digit numbers. Read the success criteria together.
I do: model it · 12 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: 1026 ÷ 18 = ?
- Step 1: 18 × 50 = 900
- Step 2: 1026 − 900 = 126
- Step 3: 126 ÷ 18 = 7
- Step 4: 50 + 7 = 57
- Answer: 57
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 12 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- 616 ÷ 11 = ? → 56Prompt: Estimate first: about how many 11s fit into 616?
- 417 chairs are set out in rows of 23. How many complete rows are there, and how many chairs are left over? Type the number of chairs left over. → 3Prompt: Divide 417 by 23.
You do: independent practice · 17 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 · 7 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- 1890 ÷ 35 = ? → 54Prompt: Estimate first: about how many 35s fit into 1890?
- 393 chairs are set out in rows of 23. How many complete rows are there, and how many chairs are left over? Type the number of chairs left over. → 2Prompt: Divide 393 by 23.
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 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 fluently; 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