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Division - Lesson 1

This lesson covers division for Year 5/6 students. The key points are: 1) Students will learn the concept of division and how it relates to multiplication by using strategies like arrays, repeated subtraction, and number lines to solve simple division problems. 2) Manipulatives like counters will be used to demonstrate how to share or group quantities equally in division. 3) Students will practice solving word problems involving division and discuss the steps taken to find the solution.

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magicklaxon
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44 views

Division - Lesson 1

This lesson covers division for Year 5/6 students. The key points are: 1) Students will learn the concept of division and how it relates to multiplication by using strategies like arrays, repeated subtraction, and number lines to solve simple division problems. 2) Manipulatives like counters will be used to demonstrate how to share or group quantities equally in division. 3) Students will practice solving word problems involving division and discuss the steps taken to find the solution.

Uploaded by

magicklaxon
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Year Level:

Year 5/6
This lesson: Division
Achievement Standard (AC)
Year 5
By the end of Year 5, students solve simple problems involving the four operations
using a range of strategies. They check the reasonableness of answers using esti-
mation and rounding. Students identify and describe factors and multiples. They
identify and explain strategies for finding unknown quantities in number sentences
involving the four operations. They explain plans for simple budgets. Students con-
nect three-dimensional objects with their two-dimensional representations. They de-
scribe transformations of two-dimensional shapes and identify line and rotational
symmetry. Students interpret different data sets.
Students order decimals and unit fractions and locate them on number lines. They
add and subtract fractions with the same denominator. Students continue patterns
by adding and subtracting fractions and decimals. They use appropriate units of
measurement for length, area, volume, capacity and mass, and calculate perimeter
and area of rectangles. They convert between 12- and 24-hour time. Students use a
grid reference system to locate landmarks. They measure and construct different
angles. Students list outcomes of chance experiments with equally likely outcomes
and assign probabilities between 0 and 1. Students pose questions to gather data,
and construct data displays appropriate for the data.

Year 6
By the end of Year 6, students recognise the properties of prime, composite, square
and triangular numbers. They describe the use of integers in everyday contexts.
They solve problems involving all four operations with whole numbers. Students con-
nect fractions, decimals and percentages as different representations of the same
number. They solve problems involving the addition and subtraction of related frac-
tions. Students make connections between the powers of 10 and the multiplication
and division of decimals. They describe rules used in sequences involving whole
numbers, fractions and decimals. Students connect decimal representations to the
metric system and choose appropriate units of measurement to perform a calcula-
tion. They make connections between capacity and volume. They solve problems in-
volving length and area. They interpret timetables. Students describe combinations
of transformations. They solve problems using the properties of angles. Students
compare observed and expected frequencies. They interpret and compare a variety
of data displays including those displays for two categorical variables. They inter-
pret secondary data displayed in the media.
Students locate fractions and integers on a number line. They calculate a simple
fraction of a quantity. They add, subtract and multiply decimals and divide decimals
where the result is rational. Students calculate common percentage discounts on
sale items. They write correct number sentences using brackets and order of opera-
tions. Students locate an ordered pair in any one of the four quadrants on the Carte-
sian plane. They construct simple prisms and pyramids. Students describe probabili-
ties using simple fractions, decimals and percentages.

Content Descriptions (AC)


· Introduce the Cartesian coordinate system using all four quadrants (ACMMG143)
Objectives/ Intended Learning

• Students will understand the concept of division and its relationship to multiplication and be able to
solve simple division problems.

Skills:
• Understand the concept of division and its relationship to multiplication.
• Use division to solve simple problems.
• Apply strategies for dividing whole numbers

Knowledge:

• Division is the process of sharing or grouping a quantity equally.


• Division is the inverse operation of multiplication.
• Division can be represented using the division symbol (/) or a horizontal line
with dots above and below.

Assessment:
A formative assessment will be conducted through observations during the activity.
As well as how well each student performs in the activity.

Materials / Resources:

• Maths Books
• Counter/ Manipulatives
• Pencils
Lesson Process:

Introduction 5 minutes

• Review the concept of multiplication and its relationship to division.


• Introduce the division symbol and its meaning.
• Discuss the importance of equal sharing and grouping in division.
• Demonstrate different strategies for dividing, such as using arrays, repeated
subtraction, and number lines.

Activity (35-40 minutes):

• Provide manipulatives such as counters or cubes to represent a quantity.


• Model division problems using the manipulatives, encouraging students to
share or group them equally.
• Have students practice solving simple division problems on their own, using
different strategies.
• Provide word problems that require division to solve, and discuss the steps
taken to find the solution.

• Reflection (5- minutes):


• Ask students to reflect on the strategies they used for division and discuss
which ones were most effective.
• Encourage students to share any challenges they faced during the activity
and how they overcame them.
• Discuss the importance of checking division solutions by using multiplication.

Focus Questions

• What is division? How is it related to multiplication?


• How can we represent division using different strategies?
• How can division help us solve real-life problems?
Differentiation:

• Manipulatives and counters will be given to students to help them understand the
concept of division.
• Students that need extra help will be grouped and work with the teacher in the
back room if necessary.
• More difficult questions will be given to those students that finish early and are
willing to challenge themselves. These questions will include problems which have
a decimal point.
• Worksheets will also be provided if necessary.
• Calculators will be provide to check answers.

Teacher reflection:

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