Math lesson plan · 5th grade (Year 6 in England) · 60 minutes
Estimate quotients with compatible numbers
Multiplication and division
CCSS 5.NBT.B.6England: Y6 Number and place value
Objective and success criteria
Students will: Estimate quotients with compatible 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
Leads to: the next skill in this area.
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 a three-digit number by a one-digit number). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- 940 ÷ 5 = ? → 188Prompt: Divide the hundreds first, then the tens, then the ones.
- Sofia cycles 660 km in 3 weeks, the same distance each week. How many kilometres is that per week? → 220Prompt: Share 660 into 3 equal parts.
- 7 × ▢ = 147. What number is ▢? → 21Prompt: Use the inverse operation.
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: Estimate quotients with compatible 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: Which is the best estimate for 181 ÷ 3?
- Step 1: 181 ≈ 180
- Step 2: 180 ÷ 3 = 60
- Answer: 60
- 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.
- Which is the best estimate for 634 ÷ 8? (80 / 9 / 110 / 800) → 80Prompt: Find a multiple of 8 close to 634 that is easy to divide.
- Estimate 1618 ÷ 32: round 32 to 30 and 1618 to 1500. What is your estimate? → 50Prompt: Divide 1500 by 30.
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.
- Estimate 2346 ÷ 39: round 39 to 40 and 2346 to 2400. What is your estimate? → 60Prompt: Divide 2400 by 40.
- Which is the best estimate for 161 ÷ 4? (5 / 70 / 400 / 40) → 40Prompt: Find a multiple of 4 close to 161 that is easy to divide.
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
- 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