Math lesson plan · 5th grade (Year 6 in England) · 60 minutes
Long division: four-digit by two-digit
Multiplication and division
CCSS 5.NBT.B.6England: Y6 Multiplication and division
Objective and success criteria
Students will: Long division: four-digit by two-digit.
- 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 three-digit numbers by two-digit numbers; Divide by two-digit numbers
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 three-digit numbers by two-digit numbers; Divide by two-digit numbers). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- 150 ÷ 30 = ? → 5Prompt: Write the first few multiples of 30: 30, 60, 90, …
- 945 ÷ 27 = ? → 35Prompt: Estimate first: about how many 27s fit into 945?
- 255 books are packed with 15 in each of the shelves. How many shelves are filled? → 17Prompt: How many groups of 15 fit into 255?
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: Long division: four-digit by two-digit. 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: 8685 ÷ 15 = ?
- Step 1: 8685 ÷ 15 = 579
- Step 2: 15 × 579 = 8685
- Step 3: 579
- Answer: 579
- 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.
- 2366 ÷ 14 = ? → 169Prompt: List multiples of 14 up to 126 to help.
- Work out 1555 ÷ 27. Give the whole-number quotient (ignore the remainder). → 57Prompt: Use long division.
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.
- 4836 ÷ 31 = ? → 156Prompt: List multiples of 31 up to 279 to help.
- Work out 4356 ÷ 14. Give the whole-number quotient (ignore the remainder). → 311Prompt: Use long division.
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 three-digit numbers by two-digit numbers.
- 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