Hillview Elementary School

Erin Wheeler
Review: Division Candy Problem
4th Grade
Total Time: Section One- 45 minutes
Section Two- 45 minutes
I. TOPIC: Students will review how to divide two-digit numbers by one-digit numbers where
the quotient contains a remainder.
II. OBJECTIVES/STANDARDS:
Objective:
o Given a candy model and story, TSWBAT correctly find whole number quotients
and remainders with two-digit dividends and one-digit divisors. [M04.A-T.2.1.3]
o Given a realistic prompt and manipulatives, TSWBAT translate mathematical
information from their representational pictures to abstract number sentences to
85% accuracy. [M04.D-M.2.1.3]
Goal: Activate prior knowledge of division with remainders and reinforce conceptual
understanding of procedure and place value.
Vocabulary:
o Quotient- The answer after you divide one number by another.
o Dividend- The amount that you want to divide up.
o Divisor The number you divide by.
o Remainder- The amount left over after division. For example, 19 cannot be
divided exactly by 5, so your answer would be 3 R 4.
III. LANGUAGE OBJECTIVES:
The students will be able to write the correct definitions of the new vocabulary.
The students will be able to read their homework sheet and share in writing the steps they
used to find their answer.
The students will be able to verbally share what the answer to the division problem
means in the context of the situation.
IV. DEVELOPMENT OF LESSON:
Introduction (7 minutes)
o Write Division Detective Worksheet on the board for students to copy down in
their planner as they come in.
o Begin by telling students: Good Morning boys and girls! My name is Ms.
Wheeler, and I am going to be helping Mrs. Blanker by teaching your math
lesson today! I am learning how to be a teacher across the street at Grove
City College. Now, I want you to raise your hand if you went Trick-orTreating a couple weeks ago for Halloween. Wow! I bet that all of you got a
lot of candy! Now, how many of you have a brother or a sister? I have an
older sister, and any time we went Trick-or-Treating, we would pour all of
our candy into a GIANT bowl, and then share. However, sometimes we
would get into a fight about who got to eat the most candy. Is there a way
that we could have figured out how many pieces each one of us could get?
Raise your hand if you could think of a way.
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Erin Wheeler

o Activate prior knowledge by stating, Now, Mrs. Blanker told me that you have
be learning about division in your math class. Pass out the vocab worksheet.
Have students copy down the new vocabulary words and their definitions onto the
worksheet. On the board, write the number sentence 19 3 = 6 R 1. Give me a
thumbs up if this type of problem looks familiar. Circle the number 19 in the
red marker. Can anyone raise their hand and tell me what this number is
called? Thats right, it is called the dividend. This is the amount that you
want to divide up. Lets write this on our worksheet. Write dividend on the
board, with an arrow pointing to 19. Then circle the number 3 in the blue marker.
Does anyone know what this number is called? That is right! That number is
the divisor! The divisor is the number you are dividing by. Write Divisor on
the board and circle the number three in the black marker. Can a student tell me
what this number is called? Right, the quotient! That is our answer to the
problem. Write quotient and circle the number 1 in the green marker. Can
anyone tell me what the last number is called in our problem? Great job, that
is the remainder, or the amount left over from division. Now, thinking back
to all of our tasty candy, this problem would be the same as saying that you
have a brother and a sister, and all of you together were given 19 pieces of
candy. The total, of 19 pieces, would be your dividend. You and a brother and
a sister make three people that have to share the candy, so three becomes
your divisor. So our answer of 6 R 1 means that each one of you would get 6
pieces of candy, and there would be one piece leftover.
o Provide the anticipatory set by stating The other day, I read a book about a
character called the Division Detective. I brought a drawing of the Division
the Detective along with me. Is there something that you notice that is funny
about the Division Detective? That right! His eyes are the division sign, is
nose is the multiply sign, his mouth is the subtraction sign, and is body is an
arrow. Division Detective tells us the steps on how to solve division! Now I
read that Detective Division has been very busy lately solving cases. His most
recent case was about a candy thief! Oh no! I love my candy so much, I
would be sooooo upset if someone stole it! The candy thief had been stealing
candy for months, and nobody could catch him! Fortunately, Division
Detective is very good at his job, and after a long time of problem-solving, he
caught the thief! However, in the burglars lair the detective found a bunch of
boxes filled with candy, and now he doesnt know how much to give to each
person that got candy stolen from them! This sounds like the perfect time to
use division!
Development (20 minutes)
o Today, I brought with me all of the candy that Detective Division found in the
candy burglars lair. *Write the following on the board* There are 7 boxes, and
each box has ten pieces of candy inside. And here, there are three pieces of candy
sitting on top. So we have 7 boxes, and three pieces of candy. Now, the candy
thief stole from 6 different people, so we have to give an equal amount of candy
to each person. I would like six volunteers to come up and act out these people.
*Call on students by name if necessary.* Now, all of you got candy stolen from
you. You would be angry, right? Let me see your angry faces. Oh, those are
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Erin Wheeler
perfect! However, the Division Detective has recovered all of your candy! So I
want to see all of you smiling now! Great! Now the rest of the class and myself
are going to help the Division Detective, and act as sleuths ourselves to solve this
problem. So I need everyone sitting downs help to solve this problem! How
should we start to divide this up? Good idea. It makes sense to start with passing
out the boxes. Lets give one box to each person. Great! Hm. Now what should
we do? We have one box and three pieces of candy left over. Would it be fair to
give the box to ___, and the three pieces to __, ___, and ___? No. Does anyone
have any ideas? Good thinking! Lets open the box and look at the 10 pieces
inside. What is 10 plus 3? (13). Now we have 13 pieces of candy. Lets start to
give these out. When you get your candy, I would like you to hold it in the air.
Okay. Now each student up here has one box and 2 pieces of candy. I have one
piece left over. Is there anything I can do with this piece? No, not really. Does
anyone have an idea for what this piece might be called? Right! The remainder!
This is just like a giant division problem! *Dismiss all of the volunteers back to
their seats*
We started with 7 boxes and three pieces of candy. Lets draw that out.

The boxes each have 10 pieces of candy inside, and we have three extra pieces.
How many do we have total? Lets count the boxes by tens. 10, 20, 30, 40, 50, 60,
70 and then 71, 72, 73. 73 total pieces of candy. Since this is what we are diving
up, we are going to make it our dividend. Now how many are we dividing by?
Thats right, 6! So our number sentence is 73 6 = ___. This can also be written
as 6 73.
So how did Mrs. Blanker teach us to solve this problem? Lets look at our
Division Detective. The first step is to
Step 1. Divide. We are going to divide the boxes first. How many groups of 6
boxes are there in 7 boxes? Right! One group. *Circle the boxes on the board*
Step 2. Multiply. We are going to multiply our one box each by the divisor, which
is 6. 1 x 6 = ? 6 boxes.
Step 3. Subtract. We subtract our product of 6 boxes from the 7 boxes. 7 boxes
6 boxes = ? 1 box.
Step 4. Bring down. We now have 1 box and a divisor of 6. Since 1 is less than 6,
we are going to bring down our three pieces of candy. On our picture, lets draw us
opening our box so now we draw 10 more pieces of candy. We now have 13
pieces of candy, and need to split it up 6 ways. Back to step one!
12 R 1
6 73
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Erin Wheeler
6
13
12
1
Repeat steps 1 through 4. Now how do we write our remainder? R 1.
Do you boys and girls notice a anything similar between our division work and
our picture? Right! We got the same answer! The boxes represent the tens place
because there are 10 pieces of candy in each box, just like there are 10 units in the
number 10. The candy represents the ones place. So we can use both visual
drawings and math symbols to help us solve these problems. Pause and ask for
questions.

Guided Practice/Assessment (8 minutes)

o Have students grab a white board, marker, and eraser to follow along. Specify that
you would like them to work as mature fourth graders, and that you do not want
to see any doodling going on, but only part of the math problem. If they cannot
use the tool properly, then they will have to right using pencil and paper.
o Lets try another problem together adding dividing 57 by 2. Lets draw our picture
first! 57 would be 5 boxes and 7 pieces of candy. We need to share that with three
people. Lets look at our steps. What is the first step?
o Step 1. Divide. Are we dividing boxes or candy first? Boxes. Right. How many
groups of 2 boxes are there in 5 boxes? Lets circle! Right! Two groups. What
does Division Detective tell us that the next step is?
o Step 2. Multiply. Which two numbers are we multiplying? We need to multiply
our tens place, or our two groups of boxes, by the divisor, which is 2. 2 x 2 = ?
Right 4. What is our next step?
o Step 3. Subtract. We need to subtract 5 4, which equals? Right. One!
o Step 4. Bring down. We have one box left, and a divisor of two. Since one is
smaller than two, what will our next step be? Great! We have to bring down the
seven, to make the number 17. On our picture, we are going to open our last box,
and look at the 10 pieces of candy inside. How many pieces of candy do we have
now? 10 + 7 = ? Right 17. Now what is our next step?
We start all over again! Divide!
o Step 1. Divide. How many groups of two can we make our of our 17 candies? Lets
start circling! How many groups did we make? 8!
o Step 2. Multiply. Which numbers are we multiplying? Great, the 8 and 2. 8 x 2 =? 16!
What is our next step?
o Step 3. Subtract. 17 minus 16 = ? One.
o Step 4. Bring down. One is smaller than two, but we do not have anything left to
bring down. So what should I do? Perfect! We have a remainder of one! Does this
make sense when we look at our picture? 2 groups of boxes, then 8 groups of candy
equal 28, and we have one candy left over!

o Independent Practice/Assessment (7 minutes)

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Hillview Elementary School

Erin Wheeler
o We are going to pass around your homework sheet for tonight. Lets try the first
problem now on your own. When you complete three homework assignments,
there will be the answer to this riddle on the bottom: What did the mummy say to
the detective?
o Write problem 1: on the board.
o For homework complete your Detective Division worksheet. Solving the
problems will help you crack the code at the bottom. You will do three of these
this week, and at the end of the week, you can put it all together and try to figure
out the code!
o Closure (3 minutes)
o Fourth graders, you have worked so hard today and have done an excellent
job with division! We talked about using this kind of math to help people
share candy, but what other things can we use division to help us share? Turn
to a partner and share your ideas! Those all sound great! Math doesnt have
to stay in the classroom, but we can use it every day! If you would like, you
can see me by the door to grab a piece of candy on your way out, which I
would like for you to then put in your lunch box or book bag to take home
with you.
V. MATERIALS:
7 boxes
13 pieces of candy minimum for manipulatives
Candy for the class.
White board/ 4 different colored markers.
Individual White boards/ markers/ erasers
Homework Worksheet
Poster of Detective Division
VI. ADAPTATIONS/PLAN MODIFICATIONS:
Objective 1:
1. Entering: The students will copy the new vocabulary term, and draw a picture to
represent the step itself, using the Division Detective as a guide.
2. Developing: The students will copy down the new vocabulary term, and record a
definition using a sentence frame.
3. Expanding: The students will record the new vocabulary and the definition using a
complete sentence.
Objective 2: The students will be able to read their homework sheet and share in writing the
steps they used to find their answer.
1. Entering: The students will be able to label their work with each step of the division
problem (Divide, Multiply, Subtract, Bring-down).
2. Developing: The students will be able to share the steps they used to find their answer
using pictorial symbols and vocabulary words discussed in class.
3. Expanding: The students will be able to write sentences explaining their steps and use
pictorial symbols as support where needed. Points will not be deducted for spelling,
grammar, or other mechanical issues.
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Hillview Elementary School

Erin Wheeler
Objective 3: The students will be able to verbally share what the answer to the division problem
means in the context of the situation.
1. Entering: The students will be able to point to the drawn out images used to find the math
solution to explain what each number in the solution represents.
2. Developing: The students will be able to describe the meaning of the answer using the
vocabulary words discussed in the correct context, and also using their home language
and translation when needed.
3. Expanding: The students will be able to discuss in English how the solution related back
to the real-life math story presented in class.
VII. EVALUATION:
1) Formative- Class participation, vocabulary worksheet, work on white-boards, student
explanations.
2) Summative- Homework sheet
VIII. REFLECTION:
Student:

Were the students able to divide a two-digit number by a one-digit number

Were the students able to write their answer with a remainder in the proper form?
Were the students able to understand conceptually the meaning behind each step?

Teacher:

Was I well planned and prepared?

How did I make the concept relatable to fourth grade students?
Were the students able to follow along when I demonstrated the division on the board,

both with visual aid and abstract?

What changes would I make if I were to do this lesson again?

Hillview Elementary School

Erin Wheeler

Hillview Elementary School

Erin Wheeler

Mystery Message!
Name: ________________________

Problem
T

39 7 =

4 83

57 8 =

3 34

Date: _______________

Explanation

Math

53 6 =
____ ____ ____
20 R 3

7R1

5R4

____ ____ . . .
8R5

11 R 1

Hillview Elementary School

Erin Wheeler

Mystery Message!
Name: ________________________

Problem
T

39 7 =

4 83

57 8 =

3 34

Date: _______________

Drawing

Math

53 6 =
____ ____ ____
20 R 3

7R1

5R4

____ ____ . . .
8R5

11 R 1

Hillview Elementary School

Erin Wheeler

Mystery Message!
Name: ________________________

Date: _______________

Label each problem with the steps for long division:

1. Divide
3. Subtract

Problem
39 7T
=

2. Multiply
4. Bring-down

Math

4 83 L
57 8 =

3 34

53 6 =

U
____ ____ ____
20 R 3

7R1

5R4

____ ____ . . .
8R5

11 R 1

10