1. Rob Schupbach
Divide a Two-Digit Dividend by a One-Digit Divisor—5th Grade Math Lesson Plan
Context/Grade Level: This lesson is designed for a 5th grade class at Stonehouse Elementary
School. This heterogeneous class contains twenty-three students of varying ability-levels. The
class is taught by Mr. Scott Brown. A learning specialist, Mrs. Susan Rockwell is also present in
class to help students who have IEPs.
Objective(s): Without the use of a calculator, the students will divide a two-digit dividend by a
one-digit divisor.
SOL Strand: Computation and Estimation
SOL: 5.4 The student will create and solve single-step and multistep practical problems
involving addition, subtraction, multiplication, and division with and without remainders of
whole numbers.
Materials/Resources: 15 Boxes of tissues, 4 Post-It Notes with words Dividend, Divisor,
Quotient, and Remainder written on them, Division Flash Cards, Division Worksheets, Exit
Cards, Dry Erase Marker
Approximate time required: 1hour
Content and Instructional Strategies:
1. Lay out 15 boxes of tissues on random students desks. Tell them that they have to help
solve a problem. Follow the script (ad lib as needed).
I got these boxes of tissues for a very reasonable price. I decided that I would share them
with my fellow teachers Mrs. Gopi, Mrs. Cavanaugh, Mrs. Nickols, Mr. Kline, and Mr.
Brown. Ask students how many boxes of tissues each teacher will get.
2. Write 15 ÷ 5 = 3 on the board. Define a dividend as the number to be divided by another
number. Define divisor as the number by which another number is divided. Define
quotient as the answer in a division problem. Ask for a student volunteer to come to the
board to label each with the correct Post-It Notes.
3. Write 29 ÷ 7 = on the board. Have students work the problem independently. Show that
the quotient is 4 and that there is a remainder of 1. Define the remainder as the number
left over in the quotient of a division problem.
4. Write 57 ÷ 4 = on the board. Ask for a volunteer to come to the board and solve the
problem. When the answer of 57 ÷ 4 = 14 R1 is achieved, ask for volunteers to label the
divisor, the remainder, the dividend, and the quotient.
5. Pass out worksheet. Instruct students to work independently. When they are finished, turn
in worksheet and pick up a stack of flash cards.
6. When the class has completed the worksheet, go through 5 different flash cards as a
group. Then pair the students up and have the students drill each other. Group high-

2. Rob Schupbach
ability students with special education students. Have students tell their partner the
quotient, the divisor, the dividend, and the remainder.
Evaluation/Assessment: Exit Card
Greg has 28 marbles to share with his three brothers. If the boys divided them evenly, how many
marbles will each brother get? ____________________ (Answer: 28 ÷ 4 = 7)
Differentiation and Adaptations: Have students with IEPs pair with a non-special education
student. Monitor these students and provide support when needed.