Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 72779
I See! Division with the Distributive Property
In this lesson, students will use visual models to represent division using the distributive property as a strategy. Students will have an understanding
of how to decompose numbers in the context of division problems using an area model.
Subject(s): Mathematics
Grade Level(s): 5
Intended Audience: Educators
Suggested Technology: Document Camera,
Computer for Presenter, Overhead Projector, Microsoft
Office
Instructional Time: 1 Hour(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: Multiplication, array, area model, distributive property
Resource Collection: FCR-STEMLearn Mathematics General
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will be able to divide with four-digit dividends and two-digit divisors using the Distributive Property Model.
Students will be able to increase their understanding of the relationship between multiplication and division by understanding the role of place value in division.
Students will explain and justify their results.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students must have knowledge of multiplication facts (up to 10x10).
Students must have knowledge of the identity, commutative, associative properties.
Students should have an understanding of number sense.
Students should have an understanding of terms (dividend, divisor, quotient) used in division problems.
Guiding Questions: What are the guiding questions for this lesson?
How does the distributive property help us come up with a solution?
Can you use base-ten blocks to help show how place value is important when solving a division problem using the distributive property?
How can we check to see if an answer is correct? What do you notice about the relationship between multiplication and division?
Teaching Phase: How will the teacher present the concept or skill to students?
Please note: Simple Division with Base-Ten Blocks Review.docx
*Attached is a document for reviewing equal groups in multiplication and division. If you feel your students need this review then you can use this document. If your
are sure your students understand that multiplication and division are about making equal groups then go on to the next step in your strategy.
After you have given the formative assessment, go around observing each student's understanding in breaking the dividend apart into equal groups.
Ask the students to explain how they came up with their solution.
Ask students if they feel that they can use the same strategy with larger numbers?
Now you would look for students around the room with the solution solved using something similar to distributive property.
Take that students work and put on board, use document camera if available)
page 1 of 3 Discuss with students that you can use multiplication and division as seen when using the fact family.
You can use the relationship of division to multiplication to solve a division problem.
Students practice division vocabulary by modeling division problems with drawings using base-ten blocks.
After going over the students work on the board, use the PowerPoint to show the process of using the Base-Ten Place Value.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Write the following problem on the board:
$273 divided by 7 students = ?
Guide students on how to perform this division problem using the Distributive Property Model.
Work with students on discovering an array model on the board. While teacher is writing on the board, students are manipulating base-ten blocks on their desks.
Guide students on observing the roles of different place value.
PowerPoint
Have students draw boxes breaking apart the dividend into addends that are multiples of the divisor. Then the addends will be individually divided by the divisor. Once
you have all of the individual solutions, you would add them together to arrive with your quotient.
273 ÷ 7 = (210 + 63) ÷ (7) = (210 ÷ 7) + (63 ÷ 7)
(30) + (9) = 39
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
Write the following problems on the board:
525 divided by 5
936 divided by 3
424 divided by 4
Have students work with a partner in solving these problems using the Distributive Property Model.
Teacher walks around and monitors student progress.
Please refer to guided questions if needed.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Students will complete and exit ticket to show understanding of the Distributive Model using Area Model.
Summative Assessment
The Summative Assessment is found in the closure of the lesson.
Students will be completing an Exit Ticket in order to show their understanding of the distributive Property when dividing two-four digit dividends by 1-digit
divisor.
Teachers should look for accuracy and precision as well as whether or not the student can demonstrate how the distributive property helped them solve division
problems.
Formative Assessment
The teacher will put the following real-world problem on the board:
You and 1/2 dozen of your friends are going to the fair, you have 189 tickets to share. Each ride requires one ticket. If all of you ride the same rides, how many
rides would each of you end up riding?
Students work in pairs to figure out strategies they can use to solve the problem.
During this time the teacher is walking around the room monitoring students progress. Provide additional assistance when needed. You may also guide students using
any of the following questions:
Where could you start?
How are you going to divide the tickets up?
Do you think you will have tickets left over if you share them equally
Do you see a pattern as you work? What is it? Can it help you?
Feedback to Students
The students will be receiving constant feedback throughout the lesson, beginning with the Formative Assessment. Some students will notice that a total of 7 students
will be using the tickets for rides, while some may only count the "half dozen." Help students to understand the importance of reading and understanding the roles of
dividend and divisor in this specific problem.
During Independent Practice, you can also provide feedback to small groups or individual students. Be sure to use Guiding Questions to help students with the
understanding of the Distributive Property.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Students can use Base-ten blocks.
Students can be in small groups instead of partners.
Students can use visual aides.
Students can use graph paper.
Suggested Technology: Document Camera, Computer for Presenter, Overhead Projector, Microsoft Office
page 2 of 3 Special Materials Needed:
Base-ten blocks
PowerPoint slides (printed if needed)
Additional Information/Instructions
By Author/Submitter
In this lesson, students will use appropriate tools (area model and manipulative) strategically. Students will also look for and express use of structure as they decompose
numbers.
SOURCE AND ACCESS INFORMATION
Contributed by: Melva Pio
Name of Author/Source: Melva Pio
District/Organization of Contributor(s): Miami-Dade
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
MAFS.4.NBT.2.6:
Description
Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies
based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate
and explain the calculation by using equations, rectangular arrays, and/or area models.
Remarks/Examples:
Examples of Opportunities for In-Depth Focus
When students work toward meeting this standard, they combine prior understanding of multiplication and division
with deepening understanding of the base-ten system of units to find whole-number quotients and remainders with
up to four-digit dividends and one- digit divisors. This work will develop further in grade 5 and culminate in fluency
with the standard algorithms in grade 6.
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