Math Unit 6:Long Division: 2 digit Divisor Task Cards

SUBJECT TEACHER GRADE DATE

Math Lynch 4

OVERVIEW
Guide the practice of using long division strategies in life-applicable situations. Students will be
working on long division with 2-digit divisors and remainders.
Start with handing back the students’ old long division pre-test and a blank piece of paper and
then correcting their mistakes. Then the teacher will go over the concept of a 2 digit divisor
instead of one.
Students will be broken into leveled groups and receive envelops with 2 digit divisor problems.
Students complete the math problems in the envelops as a group but all the students must show
their work and write answers on a separate piece of paper from their group members.

PHASES TEACHER GUIDE

OBJECTIVES Students can use a variety of strategies to solve division word problem

Students can interpret what the remainder of a long division problem is.

WARM-UP  Hand back the students’ old long division pre-test and a blank piece of
paper, then have them fix their pretest on a septate sheet of paper, then
5 MIN staple the work onto the pretest: collect if they don’t finish correcting
 Now that you have had more practice, I want you to fix the
problems you missed on the blank piece of paper, then staple it to
the pretest and hand it in.

I/WE DO  Teach the concept of 2 digit divisor using Hip-Hop Division

10 MIN  What is the quotient of 2,945/35.

 Walk through the steps of solving

 First let’s draw our boxes for each number, then put 35 out in
front. What 35 fact is less than or equal to 2? 35x0, right. Lets
subtract 0 from 2.

 Now we hip-hop the 2 to the top and put it in front of the 9. Is

there any 35 fact that gets us less than or equal to 29? 35x0,
right. Let’s subtract 0 from 29.

 Now we hip-hop the 29 to the top and put it in front of the 4. Is

there any 35 fact that gets us less than or equal to 294? 35x8
will get us close to 294. Let’s subtract 280 from 294.

 Now let’s hip-hop 14 to the top and put it in front of 5. Is there

any 35 fact that will get us less than or equal to 145? 35x4 gets
us close to 145. Let’s subtract 140 from 145.

 I notice that there is a number leftover, but we are at the end of

our division problem, what does this mean?
 PHASES TEACHER GUIDE

 Right, that we have a remainder of 5 after we split everything up

equally. Lets write R5 next to our answer of 84. Now it looks like
84 R5

 You use the same concept of going through the 35 facts

when you use the Traditional Division Method

YOU DO  Students will be split into groups, then give them an envelope
15 MIN with the corresponding color to their group color. They will ALL
write their own work, and answers on a loose leaf paper.
 Their work and answer sheets are due at the end of class
Thursday. Make the announcement that if not all of the cards are
completed completed by end of class Thursday they will be
staying in to complete at recess or break on Friday
 If students complete all cards before end of class, they should see
the teacher to move up one “color envelope” Blue to Green,
Green to Red, Red to Orange. Orange receives Extend your
Thinking National Parks Long Division Worksheets
 Orange 1: Hatem, Sam, Minguen, Kendra: sit @ table 6
 Orange 2: Brennan Xander, Owen, Chloe: sit @ table 3
 Red 1: Isaac, Aiden N, Adan R, Charlotte: sit @ table 1
 Green 1: Clara, Maddi, Damian, Rylie, Gracie: sit @ carpet
 Green 2: Brady, Kyleigh, Jaelyn, Ella: sit @ table 2
 Blue 1: Eli, Eason, Sadie, Ava: sit @ table 4
 Blue 2: Kam, Dimitri, Jesus, Marafee: sit @ table 5
 Give students the envelopes with their group name on it
 Have students complete the 5 task cards of their color group
 Check in with Blue and Green level groups most often, pull small
group to the kidney table if necessary
 Collect envelopes at end of class

MATERIAL SMALL GROUP EXTENSION

 2 digit divisor task cards  3 Green  IXL E-Skills

in envelops  3 Blue
 3 Orange  Extend your Thinking
 3 Red National Parks Worksheet