__Day One – Introduction__
Pasta division is something a
teacher can use to help students understand the idea of dividing among
individuals. The teacher puts 30 pieces of pasta on a plate. One student comes
and counts the pasta to ensure there are 30. The teacher then calls up five or
six students and tells the first to give each student an equal number of pasta
pieces. The student will give out one pasta piece at a time until they are all
in the hands of the five or six other students. The teacher can then tell the
other students to count the pieces. They should have either six if there are
five students or five if there are six students. Tell the children that this is
division. The pasta was divided by five or six students, which means 30 divided
by the five or six equals six or five pieces of pasta each. This gives a hands-on
understanding of the concept.

* While you are walking them
through this introduction, be sure to show the students on the board what this
division problem looks like. Use both
signs for division – the students will be exposed to both in this unit.

Activity:

Pasta
division shows students that division just means splitting up into equal
groups. We do this all the time in real
life! Ask the students if they can think
of a situation in their lives where they have had to divide? Share a couple as time allows. Tell the students that you have gathered some
situations where people have to split into equal groups or DIVIDE. Alone or with a partner they will read the
situations on the worksheets
and complete it by drawing equal groups.
Gather the worksheet as data to drive instruction.

* As an extension for fast
students, have them go back to each problem and write a number sentence to
represent the division problem they did.

__Day Two – Guided Learning__
Story
Division

Teachers can incorporate both
math skills and writing skills into a single lesson by giving students a
project to write a three-paragraph story. The teacher gives a theme, such as
two friends go to an amusement park and are given 53 tickets for bowling. The
teacher then tells the students to write a short story telling how the two
friends decide to divide up the tickets. This teaches students the division
skills, allows them creativity, and creates a situation where the students work
on problem-solving skills, since there is a remainder. Teachers can change up
the story situation so students end up with even numbers, remainders or must
incorporate a specific element of creativity, such as telling a funny story or
telling a sad story. The teacher can allow students to share the stories as time
allows.

Do one story together and then ask
students to write their own story.

__Day Three – Division Memory Match Game__
Briefly
review division (splitting into equal groups).
If students brought back their story from Tuesday allow them to share
(if a lot brought them back, divide into 3-4 smaller groups to maximize sharing
time). As students read their stories,
pass out the dry erase paddles and have students write the division problem
from their story to practice properly forming a division problem (model on the
boards as well).

After reviewing
division we are going to play a game called Memory
Match Division. Students will split
into pairs to play a memory game where they try to match the division problem
with its matching quotient.

* For an extra challenging game,
students can play the version where one of the digits is missing and they must
work backwards to find the missing number, rather than the answer.

__Day Four – Division Tic-Tac-Toe and Division Test__
To
prepare students for a division assessment, we will play a review game. Divide students into pairs and have them play
Division
Tic-Tac-Toe. In this game, students
will complete division problems to earn a square. If they complete a division problem correctly
they get to take the square with their “x” or “o”. Players try to get three problems correct in
a row to win the tic-tac-toe.

After they have
played a couple of rounds, ask them to move back to the table to complete the division
test to assess their understanding of the unit.

BONUS DAY: Give each student a calculator, and teach them how to perform the four basic functions on it. Give each student a copy of the calculator worksheet, and emphasize that the calculator will help us with the arithmetic, but we still figure out

BONUS DAY: Give each student a calculator, and teach them how to perform the four basic functions on it. Give each student a copy of the calculator worksheet, and emphasize that the calculator will help us with the arithmetic, but we still figure out

*how*to solve these problems.
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