Download Division on a number line lesson plan

Division on a number line lesson plan
Division on a number line lesson plan
DAY
We Are Learning
To (WALT):
MODEL / INTRODUCTION
Mental:
Mental:
Main:
Understand
division as
‘jumps of’
Main:
TA to take G+T children and practice counting in jumps of 0.2, 0. 3, 0.4, 0.5,
0.6, 0.7, 0.8 and 0.9
INDEPENDENT
WORK
Lower ability –
divide by 2, 5 and
10
Middle ability –
divide by 3, 4 and
6
Revise the division symbol. Ask children if they know what it stands for
Revise how division means ‘shared by’ or ‘repeated subtraction’. Do a
couple of examples of division as repeated subtraction e.g. 4 ÷ 2 is the same Higher ability –
as 4 – 2 – 2
divide by 7, 8 and
Division is also the inverse (opposite) of multiplication
9
How did we learn to do multiplication yesterday? (as ‘jumps of’ on a number
line)
Gifted and talented
Explain how we can also use jumps on a number line to do division. We can
– divide by
do jumps back, but it is ea sier to do jumps forward
numbers to 1
Have children read 4 ÷ 2 as ‘how many jumps of 2 to get to 4?’
decimal place
Model how to do division on a number line:
1) always start from 0
Extension – make
2) jump in the correct sized jumps e.g. always jump in 2s for 4 ÷ 2
up own division
3) not to miss out numbers e.g. for 4 ÷ 2, jumping from 0 to 2, then 3 to 5 sentences on pupil
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4) See
how many
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whiteboards
Complete some examples correctly, and then do a couple with the above
deliberate mistakes e.g. start from the wrong number, / jump in inconsistent
http://www.saveteacherssundays.com/maths/year-3/99/division-on-a-number-line/
sized jumps / miss out numbers / write t he answer to the division as the
number you get to, not the number of jumps
Ask children to complete a couple of examples (dividing with numbers below
5) on their pupil whiteboards. Remind children to turn their boards face down
when finished and not to sh ow their boards until you ask them to (to prevent
copying). Children who are confident to begin work. Children who are unsure
to stay on the carpet and go through some more examples
(If children complete 12 ÷ 3 jumping forwards or backwards, this does not
really matter as long as they are calculating the answers correctly by
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PLENARY
In ability pairs give
children a question
each to do
Each child to take
it turns to use a
number line to
calculate the
division sentence,
explaining what
they are doing as
they work out the
answer