Division
Choice Board
Created by Dance Party in Room 15
Dear customer:
Thank you so much for your interest in this product. This
item includes:
 choice board that satisfies eight different learning styles
including logical, interpersonal, intrapersonal,
naturalist, spatial, musical, kinesthetic, linguistic, and
even a free space for students that are so hard to please
 nine examples to go along with each choice board
activity so students have a better understanding of what
is expected of them
 grading checklists or answer key for each choice
The choice board sheet may be copied and handed out to
each student or you may use your snapshot tool to copy and
paste into a PowerPoint to display. I hope you enjoy!!!
Dance Party in Room 15
Long Division Choice Board
Directions: Play tic-tac-toe and choose three activities in a row you
would like to complete. Be sure to read the checklists carefully to
receive full credit.
Interpersonal
Create a lesson to
teach your peers how
to use steps to solve a
long division problem.
Intrapersonal
Solve problems 1-10
by yourself using the
steps learned to find
the quotient.
Kinesthetic
Create dance moves to
help you and your
classmates remember
how to divide.
Linguistic
Free Space
Logical
Create a poem or rhyme
to help you remember the
steps of dividing. Be
prepared to share with
your classmates.
You choose an activity
you would like to help
remember the steps of
division. Your idea
must be approved by the
teacher.
Create a diagram
illustrating the steps of
long division. Use
pictures, drawings,
etc. to help.
Musical
Naturalist
Spatial
Create a song that will
help you remember the
steps of a division
problem. Be prepared
to share.
Use a Science textbook,
encyclopedia, or
dictionary to create three
long division story
problems based on nature.
Be sure to solve!
Create a comic strip that
explains long division.
Color, use pen & ink, or
marker. Make sure it is
neat and creative.
Free Space
(You Choose the Activity You Wish to Complete Regarding Long Division)
I want to create a card and dice game.
Materials:
 Deck of cards (take Jacks, Queens, Kings, and Jokers out of the deck of
cards)
 1-2 dice
 Paper and pencils
Instructions:
1. Each player will get 3 cards they have face up.
2. One person will roll the dice.
3. All players will dive their number (laid out in cards) by the number on
the dice.
4. Whoever has that largest remainder wins all the cards of all players
5. (If there is a tie, the players that have the same remainder will roll the
dice again and divide their number by the new number displayed on the
dice.
6. The person with the most cards at the end of the game wins.
Interpersonal
Long Division Lesson Plan
Introduction: Have students make a list of all this things you did this
morning in order to get ready for school today. (Example: Woke up, hit
snooze button, brushed teeth, took a shower, got dressed, ate breakfast, and
drove to school.) Ask students to share. Then ask the students what if they
did those things out of order? Discuss. Tell the students that just like they
have an order to getting ready in the morning, there is an order from long
division.
Procedure:
The teacher will….
Direct Instruction
 Explain to students that the steps needed to take to solve a long division
problem is divide, multiply, subtract, bring down, repeat or remainder.
(Have students copy these steps down.)
 Write the problem 345 ÷ 5
 Demonstrate how to solve this problem.
Guided Practice
 Write 2 problems on the board and guide the students through each
problem as they do it on their paper.
 Ask if there are any questions.
Independent
 Write 4 problems on the board and have students solve by themselves
while teacher walks around checking for understanding.
Closure: Teacher will summarize the division process and choose three
students to share how they can use this in everyday life.
Intrapersonal
Directions: Find the quotient.
1) 19 ÷ 3
6) 51 ÷ 7
2) 61 ÷ 6
7) 41 ÷ 6
3) 15 ÷ 4
8) 94 ÷ 8
4) 37 ÷ 3
9) 85 ÷ 9
5) 103 ÷ 9
10) 63 ÷ 5
Kinesthetic
Create a dance that demonstrates the steps of long division.
Step 1: Divide
Step 2: Multiply
Step 3: Subtract
Step 4: Bring Down
Step 5: Repeat (or Remainder)
(Make large circle with arm)
Linguistic
Don’t run and hide; first you must divide.
Now don’t be shy; next you have to multiply.
Here is a fact; you must subtract.
Oh what’s that sound? You must bring down!
Hold that seat! You have a remainder or REPEAT!!!
Logical
Diagram Explaining Long Division
Steps:
1.
2.
3.
4.
5.
Divide
Multiply
Subtract
Bring Down
Repeat or Remainder
549 ÷ 9 = ???
Step 1: Divide
Step 2: Multiply
54 ÷ 9=6
6x9= 54
6
9 549
6
9 549
- 54
00
6
9 549
54
Step 4: Bring down
Step 5: Repeat
Step 1: Divide
6
9 549
- 54
0 09
61
9 549
- 54
0 09
Step 2: Multiply
Step 3: Subtract
1 x 9 =9
61
9 549
- 54
0 09
9
9÷9=1
61
9 549
- 54
0 09
9 – 9=0
61
9 549
- 54
0 09
9
0
Step 3: Subtract
Done!!!
549 ÷ 9 = 61
Musical
“The Division Song”
Verse 1:
Quotients, divisors, and dividends
Quotients, divisors, and dividends
These are the parts of a division problem.
Quotients, divisors, and dividends
Quotients, divisors, and dividends
These are the parts of a division problem.
Chorus:
Long division is easy you see. If you want to know the steps then listen to me.
Divide, multiply subtract, bring down, repeat or remainder.
Long division is easy you see. If you want to know the steps then listen to me.
Divide, multiply subtract, bring down, repeat or remainder.
Verse 2:
Find a way that helps to remember.
Dad, mom, sister, brother, rover
Orrrrrrrrrrrrr………..
Dead mice smell bad
Orrrrrrrrrrr…..
Dad, mom, sister, brother, rover
Find away to help you remember.
Chorus
Naturalist
Division Problem Using Science as Topic
The ocean ridge is an underwater mountain range. It
extends for over 40,000 miles in the middle of the
world’s ocean. If you had 10 days to explore this, how
many miles must you cover in a day?
A)
B)
C)
D)
10,000 miles
5,000 miles
4 miles
4,000 miles
Spatial
Create a comic strip explaining long division.
I do not want to go to work
today! Why do they need me
to divide anyways?
x
I sure hope “Bring
Down” comes in
today. We cannot
do our job without
him.
R – ÷
ZZZZZZZZZZZZZZ
6
9 549
- 54
00
Now what?
Now what?
÷ x –
R
Name:________________________________________________ Date:_________________
Free Space Check Lists
(Based on the variety of the free space, when a student proposes an idea, do not approve until you discuss
what you will expect. Fill in those items in the blank spaces provided.)
Yes
1
Did the student follow through on the idea?
2
Did the student create something tangible to display
knowledge on the subject?
3
Did the student use his/her time wisely?
4
5
6
7
8
9
10
Teacher’s Comment:____________________________________________
No
Name:________________________________________________ Date:_________________
Interpersonal Check Lists
Yes
1
Did the student use the lesson plan format given in
the example?
2
Did the student use their time wisely when
planning?
3
Did the student use resources available?
4
Did the student “hook” his/her audience?
5
Did the student display knowledge of the subject
matter?
6
Did the student speak loud and clear while
teaching?
Did the student make eye contact with his/her
audience?
7
8
Did the student use a visual aid to help his/her
audience follow along?
9
If working with a partner or group, did the student
work well in a cooperative setting?
10 Did the audience learn something from the student’s
lesson?
Teacher’s Comment:____________________________________________
No
Name:________________________________________________ Date:_________________
Kinesthetic Check Lists
Yes
1
Did the student create a dance move for each step in
the process?
2
Did the student use his/her time wisely?
3
Did the student use resources available?
4
Was the dance simple enough so others could follow
along?
5
Did the student display knowledge of the subject
matter?
6
Was the student confident with his/her dance?
7
Did the student make eye contact with his/her
audience?
8
Did the student explain clearly how to perform the
dance?
9
If working with a partner or group, did the student
work well in a cooperative setting?
10 Did the audience learn something from the student’s
presentation?
Teacher’s Comment:____________________________________________
No
Name:________________________________________________ Date:_________________
Linguistic Check Lists
Yes
1
Is the student’s work creative and original?
2
Did the student use his/her time wisely?
3
Did the student use resources available?
4
Did the student use a minimum of 5 complete
sentences and a maximum of 8 complete sentences?
5
Did the student display knowledge of the subject
matter?
6
Did the student’s work make sense?
7
Did the student make eye contact with his/her
audience?
8
Was the audience able to catch onto the rhyme or
poem?
9
If working with a partner or group, did the student
work well in a cooperative setting?
10 Did the audience learn something from the student’s
presentation?
Teacher’s Comment:____________________________________________
No
Name:________________________________________________ Date:_________________
Logical Check Lists
Yes
1
Is the student’s work original?
2
Did the student use his/her time wisely?
3
Did the student use resources available?
4
Did the student create a diagram breaking down
each step in the process?
5
Did the student display knowledge of the subject
matter?
6
Did the student’s work make sense?
7
Was the student’s diagram easy to understand?
8
Did the student color code, draw pictures, or display
a strategy to help viewer understand?
9
If working with a partner or group, did the student
work well in a cooperative setting?
10 Did the audience learn something from the student’s
diagram?
Teacher’s Comment:____________________________________________
No
Name:________________________________________________ Date:_________________
Musical Check Lists
Yes
1
Did the student create a song that included each
step in the process?
2
Did the student use his/her time wisely?
3
Did the student use resources available?
4
Was the audience able to understand the student’s
lyrics?
5
Did the student display knowledge of the subject
matter?
6
Was the student’s song a minimum of 5 sentences?
7
Did the student make eye contact with his/her
audience?
8
Was the song creative and original?
9
If working with a partner or group, did the student
work well in a cooperative setting?
10 Did the audience learn something from the student’s
presentation?
Teacher’s Comment:____________________________________________
No
Name:________________________________________________ Date:_________________
Naturalist Check Lists
Yes
1
Is the student’s work original?
2
Did the student use his/her time wisely?
3
Did the student use resources available?
4
Did the student write in neat handwriting?
5
Did the student display knowledge of the subject
matter?
6
Did the student’s work make sense?
7
Was the student’s story problem easy to
understand?
8
Did the student write in 3-5 complete sentences?
9
Did the student create 3 story problems?
10 If working with a partner or group, did the student
work well in a cooperative setting?
Teacher’s Comment:____________________________________________
No
Name:________________________________________________ Date:_________________
Spatial Check Lists
Yes
1
Is the student’s work original and creative?
2
Did the student use his/her time wisely?
3
Did the student use resources available?
4
Did the student display knowledge of the subject
matter?
5
Did the student stay on topic?
6
Did the student’s work make sense?
7
Did the student have a minimum of 4 scenes in their
comic strip?
8
Is the student’s work neat?
9
Are the illustrations appropriate to the comic strip?
10 If working with a partner or group, did the student
work well in a cooperative setting?
Teacher’s Comment:____________________________________________
No
Intrapersonal
Directions: Find the quotient.
Answer Key
1) 19 ÷ 3
5 R4
6) 51 ÷ 7
7 R2
2) 61 ÷ 6
60 R1
7) 41 ÷ 6
3) 15 ÷ 4
3 R3
8) 94 ÷ 8
11 R6
4) 37 ÷ 3
12 R1
9) 85 ÷ 9
9R4
5) 103 ÷ 9
11 R1
10) 63 ÷ 5
6 R5
12 R3