OPIC: DIVISION

Class 3ML: (2 week duration)

Student Numeracy Groups

Note: Students have been group based on results from Multiplication prior knowledge assessment and
on demand number test results.

Elaboration Assessment
At Year 3
Focus: establishing multiplication facts using
number sequence
L3. Students recall addition and multiplication
facts for single digit numbers.

Above
Year 4
Focus: Writing simple word problems in
numerical form and vice versa
Focus: Using a calculator to check the solution
and reasonableness of the answer
L4. Students recall multiplication facts to 10
x10 and related division facts

L4. They choose appropriate strategies for
calculations involving multiplication and
division, with and without the use of digital
technology, and estimate answers accurately
enough for the context.

Groups
Group 1 Below Year 3
Group 2 At Year 3
Group 3 At Year 3
Group 4 Above Year 3

Unit Planning

Date: Tuesday 5
th
of August
Session 1

Whole Class: Open-ended investigation 1
Strategy: Introduce concept of Sharing
Warm-up
Activity:
Time revision Students play the game Time bingo have one student selected as caller as
teacher takes small focus group
Small group focus: teacher takes a small group to practice telling the time on an analogue
clock using the language of past and to revisit rules for telling the time and use whiteboards for
creating and recording different times.
Whole class
activity
Students sit in a circle on the floor. Four boxes are put out and 36 unifix are shared between
them. Put the equation on the board. Can students guess how many unifix would go into the
boxes if one box was taken away record it on the board showing the remainders. Explain to
students that this is division sharing or dividing a number of items into groups.
Group Work:





Small Group
Put 18 6 = 3 on the board. Can children use unfix to create an array to match this problem?
Explain to children that the first number represents how many are their altogether, the second
how many groups and the third how many are in each group.
Record the following problem on the board: If Charlotte had 24 apples and wanted to give an
equal amount to each of her friends, how many friends to she give apples to? And how many
did each of her friends get?
Challenge question (top group) Sophie counted 160 wheels when she visited the carpark, but
could not remember how many vehicles were there. Help Sophie solve her problem!

Support Group 1 with recording the correct solutions
Reflection: What strategies did we use to solve the above problem? Create a class poster about the best
way to problem solve. 1. Highlight the key words / numbers, 2. Draw the problem, 3. Choose a
strategy
Resources: Unifix, Time game
Cross Check Can students solve the above open ended question? What strategies did they use?


Date: Wednesday 6
th
of August
Session 2. Whole Class: Open-ended investigation 1
Strategy: Fact Families
Warm-up
Activity:
Time Revision: Solving worded time problems by adding time amounts.
Small group Telling the time on an analogue clock using the language of past and too.
Whole class
activity
Read when the doorbell rang by Pat Hutchins have a class discussion about how the book
relates to mathematics
Group Work:

Small group:
Complete cookie math table.

Extension group: Creating cookie divsion problems.
Reflection: Ask students if they know of any other food-related division problems that
they may have experienced outside of school.
Record their responses on an anchor chart labelled DIVISION OUTSIDE OF
SCHOOL and display as you keep working on the concept.
Ask students to keep looking for these with their families and add to the list.

Resources: Elapsed Time Worksheet Telling the time worksheet( small support group)
Cookie Math, Cookie math extension group.


Date: Thursday 7
th
of August
Session 3 Differentiated groups
Strategy: Repeated Addition
Warm-up
Activity:
Number of the Day. 32! With a partner students record all possible groups that can be made
with this number with and without remainders. Students may use unifix for support. They are
given 5 mins, after which they share their responses and a poster is created.
Whole
Class
Activity
This problem is put on the board. Ms Brookes had 20 books. She wanted to give 4 books to each
child. How many children received 4 books each? Using a whiteboard students draw a number
line 0 20 and use repeated addition. Starting from 0 and adding 4 until they reach 20.
4+4+4+4+4=20 Is the same as saying 20 4=5 Repeat using other number sentences.
Group Work:
Below VELS 2.5
G1
Teacher group
VELS 2.5
G3
Above VELS 2.5
G4
BLM 65 Creating division
sums to match the array.
Bump using repeated addition and
timetable charts
Watch powerpoint up to slide
9 Discussing division and
the use of long division. Give
students a couple of problems
to solve as a grade.
Photocopy a set of task cards
per table group. Students
must work their way through
the equations finding the
matching answer and
recording it on their answer
sheet.
Reflection Students share their strategies what complications did you find? What did you learn?
Resources: BLM 65: Arrays. , Division Bump, Division powerpoint, Division task cards.



Date: Friday 8
th
of August
Session 4.

Whole Class: Open-ended investigation 1
Strategy: skip counting using number lines
Warm-up
Activity:
Place Value Revision: Students play the game: Zeros the Go (BLM 9)
Small group focus = Building to 10. What 2 digits make 10? How can we use this knowledge for
building to the nearest 10 and the nearest 100?
Whole class
activity
Put this problem on the board. Jack made $15 selling lemonade. He made $3 each
day. How many days did it take for him to earn $15? To solve this problem, Jack
thought 153= He decided to skip count in groups of 3 until he reached 15.
Students draw a number line on a whiteboard and demonstrate the answer.
Jack saw that it took him 5 hops to get to 15.
Repeat using other division sentences. 122 = etc etc
Group Work:

Small group:
Students work in pairs (mixed ability) to solve the following problem. I have some cubes in my
pocket. I noticed that when I shared the cubes into two equal groups there was one left over.
When I shared them into three equal groups there were two leftover. How many cubes might I
have in my pocket?
Reflection: Did students realize that they must start with an odd number of cubes? Did you find more than
one solution? Did you find a pattern? (increase by 6 each time 5,11,17,23,29 etc) Did you use
multiples of 2 and 3?
Resources: Task 10 pg 41. Mathematics Assessment for learning
BLM 9




Date:

Tuesday 12
th
of August
Session 5 Whole Class: Open-ended investigation
Strategy: Repeated Subtraction
Warm-up
Activity:
Addition Revision: Put the problem 1,296 + 1,387 = Students solve it. Share and revise how
to solve addition problems that involve carrying.
Small group focus: steps for solving addition problems that involve carrying (Group = Jasmine
S, Amber, Tyler, Zara)
Whole class
activity
Tina had 36 balloons and she wanted to share them equally among her friends. If each person
got 9 balloons, how many friends are at Tinas party? To solve this problem, Tina used the
repeated subtraction function on her calculator. (Give each students a calculator) First enter
the number 36 then the subtraction sign then number 9. Press the = sign until the display reads
0. How many times did she enter the = sign = how many friends. Repeat using other questions.
Group Work:

Small group:
Working in pairs ( mixed ability) have students record a division number worded problem. Once
these have been corrected by the teacher all are collected and are then shared out so that
another pair has someone elses problem to solve.
Have students refer to the problem solving chart to first of all look for key information.
Students then use the strategy of repeated subtraction to solve this problem. They may use
calculators to assist although they must clearly show their working.
Reflection: What do you prefer to use repeated addition or subtraction? Why?
Resources: Calculators


Date: Wednesday 13th of August
Session 6. Whole Class: Open-ended investigation
Strategy: Equal Groups
Warm-up
Activity:
Subtraction Revision: Put up the following problems on the board: ? + 3987 = 5015
Have students solve the problem and share and revise how they solved the problem. What
strategies do we use for solving subtraction problems that involve borrowing?
Small group focus: Revise the steps for solving 4 digit subtraction problem that involve
borrowing.
Whole class
activity
Mia made 24 gingerbread men. She wanted to put into bags of 6. How many bags of 6 could
she fill? Give students unfix make an array. Give other division problems and have them
make an array to find the answer. Discuss other division problems that involve remainders and
how these are recorded.
Group Work:

Small group:
Tim Tam Packaging. The Chocolate biscuit makers have decided to repackage Tim Tam
biscuits. They need to know how many biscuits they should put into each packet so that the
biscuits can be equally shared in families of different sizes. Can you test the number between
five and 20 to find out which number can be equally divided in the most ways?
Reflection: What solutions did you find? Students share the various ways they worked out the problem.
Resources: Unifix to make arrays






















Date: Thursday 14
th
of August
Session 7. Differentiated Groups
Strategy: Fact Families
Warm-up
Activity:
Number of the Day. Play buzz counting by 3s
Whole
class
activity.
The number 12 is written on the board. Students are given that many unifix which they create an
array with. Can they make 2 x division problems and 2 x multiplication problems with this
number?

Challenge? Can they also create the matching subtraction and addition equations?
Group
Work:
Below VELS 2.5
Students use
timetable charts
and play the game
Burst the
Balloons.
VELS 2.5
Play Race in Space
Division Story
Problems

Above VELS 2.5
Division strategy Chunking:
Students watch:
http://www.pinterest.com/pin/206602701628870286/
Display 2 or 3 division problems for students to
complete, using the strategy of chunking.

Students complete the task cards, solving the
worded problems, using the strategy of chunking.

Reflection What strategies did you use? What did you find challenging? What did you learn?
Resources: Burst the Balloon Game, Race in Space Game, division task cards.



Date: Friday 19
th
of August
Session 8 Open Ended Investigation
Multiply or Divide.
Warm-up
Activity:
Number of the day: 32! With a partner students record all possible groups that can be made
with this number with and without remainders. Students may use unifix for support. They are
given 5 ins, after which they share their responses and a poster is created.
Whole class
activity
Multiplication and Division worded problems are given to the students. Students can use
timetables charts or unifix if needed. They are given 5 minutes to solve each problem. After
each students share the strategies they used.
Group Work:

Small group:
BLM 66 Mulitply or divide. Students play the game with a partner.
Reflection: Students complete I can Do statements about Division and multiplication.
Resources: Multiplication and Division worded Problems, BLM 66