Grade: 5th

Teacher Materials:
*overhead (or board)
*game-board pages for each team of two

Student Materials: (per team of two)
*1 game-board page
*1 calculator
*2 game pieces—to mark the places on the game-board
*1 pencil
*paper to show work

Math Goals:
*Assess the understanding of basic division rules
*Review one-digit divisors
*Let them make connections between real life word stories and division problems.
*Let them play a partner game that reinforces/reviews one-digit dividing and allows them to feel comfortable.
*Let them see various ways of combining the same numbers.
 
Standard Course of Study Goals:
*1.04 Estimate and solve division problems with 2- and 3- digit divisors; explain solution.
*3.02 Identify and use the rules for divisibility.
*3.05 Use an organized approach and appropriate strategies including calculators to solve multi-step problems involving patterns, relationships, and functions.
 

Launch:
     We will start the lesson by reviewing how to divide with single-digit divisors.  I will use the overhead to write down a problem (using regular algorithm form).  I chose 453 divided by 6.  Before working the problem, I will ask the class to help me write a word story to go along with this combination.  I may need to have a story in mind just in case they need a model, so I will say that I will be throwing a party on New Year’s Eve.  This will be the grandest party ever given!  I know that 453 people will be coming and I need to figure out how many tables to set up for dinner.  I hate to put too many at one table, so I think 6 at each is plenty.  How many tables will I need?  After letting several others give their word stories, work the problem by letting one student come up to the overhead and complete it.  He/She needs to speak to the class and tell us what each step is.  Do several other problems including new word stories for each.

Explore:
     Read the instructions for the game (see attached copy).  Make sure everyone understands how to play.  Tell them they will have 30 seconds to find a partner (or I will choose for them). Also say that I will know they are ready to begin when they are sitting quietly in a spot on the floor.  When all is quiet, pass out the materials and let them begin.
     Walk around the room and observe how they decided how to keep score, who goes first, why they chose a particular amount of cards, how they check each other, etc…
     After about 20 minutes, give the 2-minute warning to wrap up the problem they are on.  After the 2 minutes, collect all materials and let them go back to their seats.

Summarize:
 We will talk about these as a whole group:
*Did anyone have a particularly hard problem? What was hard about it? How can we figure it out?
*How did the calculators help you? What did you notice about how you had to type in the numbers?
*What happened when you drew a zero? How many ways could you arrange it in your problem?
*How many ways could you arrange 2 digits? 3-digits? 4-digits?
*Did anyone use another method to find out the answers? (If so, let them explain)
 
Assessment:
*During launch, I will listen for understanding of connections between word stories and the actual problems.
*During explore, I will be listening/watching for basic understanding of single-digit division.
*I will give a small, written assessment at the end of the lesson to check for any problems some may be having.  This will help me find out who may need one-on-one help.
*I will include a two-digit divisor problem in the assessment as a bonus for those who need a challenge and have mastered one-digit dividing.  This will also be an introduction for tomorrow’s lesson on two-digit dividing.