| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Mathematics |
| What topic | Division |
| What length (min) | 30 |
| What age group | Year or Grade 4 |
| Class size | 20 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Division
Grade 4
Mathematics
20
| Step Number | Step Title | Length (minutes) | Details |
|---|---|---|---|
| 1 | Homework Review | 5 | Select 2-3 students to present their homework solutions to the class. Encourage peer feedback. |
| 2 | Introduction to Division | 5 | Explain division using examples. Illustrate the concept with manipulatives and relate it to multiplication. |
| 3 | Group Activity | 10 | Divide the class into 4 groups. Each group works on a set of division problems, using manipulatives to visualize the division process. |
| 4 | Physical Activity Break | 5 | Engage students in a brief physical activity (e.g., a quick game or stretching exercises) to reset focus. |
| 5 | Filling in Printable Cards | 5 | Distribute printable cards to students. Explain that they will fill these in during the next step. |
| 6 | Group Presentations | 5 | Each group presents their findings and solutions to the problems, filling information into their cards. |
| 7 | Collect/Check Printable Cards | 3 | Collect the cards or perform a random check to see how students filled them out. Provide constructive feedback. |
| 8 | Assignment of Homework | 2 | Assign homework related to division concepts that were covered in the lesson. Share expectations clearly. |
"Good morning, class! I hope everyone is ready to dive into today’s lesson on division. To begin, let's review our homework from last time. I would like to ask two or three students to come up and share their solutions. As you present, I encourage your classmates to give constructive feedback. Who would like to go first?"
"Thank you for your presentations! Now, let’s introduce the concept of division. Can anyone tell me what division means? Yes, great responses! Division can be thought of as sharing or grouping. For example, if we have 12 apples and we want to share them among 4 friends, how many apples does each friend get? Let’s use some manipulatives to visualize this."
"Now it's time to practice what we’ve learned! I'm going to divide you into 4 groups, and each group will work on a set of division problems using the manipulatives. You will have 10 minutes to work together. Remember, use the manipulatives to help visualize your process. Let's get started, and I’ll set a timer for you!"
"Alright, everyone! You’ve worked hard on those problems. Now let’s take a quick break to get our bodies moving. I’d like you all to stand up. We’re going to do a fun stretching exercise, followed by a quick game. Let’s stretch our arms up high and wiggle out any tension. Now, let’s play a brief game of ‘Simon Says’ to reset our focus and get energized!"
"Great job, everyone! Now that we’re back, I have some printable cards for you. Each of you will get a card that you’ll need to fill in during our next step. Please listen carefully as I explain. These cards will have space to show your work and solutions from the group activity. I will distribute them now, and please make sure to keep them handy!"
"It's time to share what you've worked on in your groups! Each group will present their findings one at a time. As you present, be sure to fill in your cards with the information shared. Who would like to be the first group to present?"
"Thank you all for sharing! I need everyone to hand in your printable cards now. I will briefly check to see how you filled them out. Excellent work on those problems! As I'm reviewing, feel free to chat quietly with a neighbor about your experience today. I’ll provide some feedback as I go along."
"Great work today, class! For homework, you will be assigned some division problems that will reinforce what we learned today. Please complete the problems in your math workbook, and remember to think about how division is connected to the multiplication you already know. Make sure to show your work clearly. Any questions before we finish?"
"Thank you all for your hard work today! Before we conclude, can anyone tell me one new thing you learned or enjoyed about today’s lesson? Remember, division is not just a math concept; think about how you use it in your everyday lives. Have a wonderful day!"
| Slide Number | Image | Slide Content |
|---|---|---|
| 1 | {Image: A classroom with students raising hands} | - Review of homework solutions - Encourage constructive feedback from classmates |
| 2 | {Image: 12 apples being divided among 4 friends} | - Introduction to division - Division as sharing or grouping - Example: 12 apples / 4 friends - Relation to multiplication: 4 x 3 = 12 |
| 3 | {Image: Students working in groups with manipulatives} | - Group activity with manipulatives - Work on division problems in groups - Time allotted: 10 minutes |
| 4 | {Image: Students stretching and playing a game} | - Physical activity break - Stretching exercises - Quick game of ‘Simon Says’ |
| 5 | {Image: Printable cards being distributed} | - Filling in printable cards - Cards used for showing work and group activity solutions - Distribution of cards to students |
Define division in your own words. How is it related to multiplication?
Use 20 counters to illustrate the following division problem: 20 ÷ 5. How many counters will each group have?
Write down the multiplication equation that corresponds to this division problem: 15 ÷ 3 = ?
If you have 24 cookies and you want to share them equally among 6 friends, how many cookies does each friend get? Show your work.
Create a real-life scenario where you can apply division. Write a short paragraph describing the scenario and the division problem it represents.
What is the dividend and the divisor in the problem: 36 ÷ 6 = 6?
Solve the division problem: 48 ÷ 8. Show your steps clearly.
How can manipulatives help you better understand division? Provide two reasons.
If you have a total of 45 books and you want to stack them in piles of 9, how many piles will you have? Show your calculation.
Reflect on today’s lesson. What was one concept about division that you found interesting or challenging? Explain why.
Division is the process of determining how many times one number is contained within another or sharing into equal parts. It is related to multiplication as it is the opposite operation; for example, if 4 × 3 = 12, then 12 ÷ 4 = 3.
Each group will have 4 counters (20 ÷ 5 = 4).
The multiplication equation is 3 × 5 = 15.
Each friend gets 4 cookies (24 ÷ 6 = 4).
(Responses will vary; example: If I have 30 pieces of fruit and want to divide them among 5 baskets, then I can represent this with the division problem 30 ÷ 5.)
In the problem 36 ÷ 6 = 6, the dividend is 36 and the divisor is 6.
The solution to 48 ÷ 8 is 6 (showing steps would involve either repeated subtraction or using manipulatives).
Manipulatives help visualize division and make abstract concepts more concrete, allowing students to 'see' the division process.
You will have 5 piles (45 ÷ 9 = 5).
(Responses will vary; example: I found the connection between division and multiplication interesting because it showed me how numbers work together in different operations.)
| Question | Answer |
|---|---|
| What is the definition of division? | |
| How can division be visualized using manipulatives? | |
| If you have 12 apples and share them among 4 friends, how many apples does each friend get? | |
| What multiplication problem corresponds to the division problem of 12 divided by 4? | |
| Why is division considered the opposite of multiplication? | |
| What strategies can we use to solve division problems? | |
| How does working in groups help us understand division better? | |
| What did you enjoy about the physical activity break? | |
| How do the printable cards help you show your work in division? | |
| What important information should you include when presenting your group’s findings on division? | |
| How can you apply what you learned about division to everyday life situations? | |
| What are some common mistakes students make when doing division? | |
| Why is it important to show your work when solving division problems? | |
| What new concept about division did you find most interesting today? | |
| How do you feel about the homework assignments on division? |
If you had 30 candies and wanted to share them with 5 friends, how would you figure out how many candies each friend would get? Can you explain your thought process?
Can you create a real-life scenario where you would need to use division? What would be the numbers involved and how would you solve it?
If division is the opposite of multiplication, can you think of a division problem that can be represented by a multiplication equation? Give me an example.
How would you explain to a friend why knowing division is important? Can you give a specific example from your daily life?
Why do you think it’s helpful to use manipulatives when learning about division? Can you describe a time during our lesson when the manipulatives helped you understand a problem better?
Touch your toes, then reach the sky,
Stretch those muscles, oh so high!
Jumping jacks, one, two, three,
Feel the energy, let it be free!
Run in place, quick on your feet,
Pump those arms, feel the beat!
Spin around, and then stand still,
Balance now, show your skill!
High knees up, they're soaring fast,
Feel your heart race, make it last!
Side lunges, left and right,
Feel the stretch, it feels so right!
Arm circles, big and wide,
Let those shoulders take a ride!
March in place, knees up high,
With a smile, we will try!
Wiggle your fingers, shake out your hands,
In this moment, together we stand!
Breathe in deep, stretch out wide,
Let's find our focus, look inside!