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Lesson Planning Sheet Title: Long Division Learning Objectives: By the end of the lesson: All students should be able to divide a three digit number by a one digit number. Most students should be able to a divide three digit number by a two digit number through simplifying a fraction. Some students should be able to derive a quotient from a real life problem and solve through simplifying the faction. Key words: Divide, Division, Fraction, Simplify, How many, Learning Activities Starter/Introduction Students to recap simplifying fractions, as this skill is central to performing long division in the method used. Present the problems one at a time. Have the students respond through mini whiteboards. Students must present their working out with the answer since the problems will get more difficult and a secure understanding of simplification is essential. Development Present a problem involving a three digit integer to be divided by a two digit one. Pose the question What makes this appear difficult? The ideal response will be that it required seeing how many 15s go into 9, then 97 is difficult to work out. Hence the need to simplify the numbers by writing it as a fraction and dividing by common divisors. Once the denominator has been simplified to a single digit traditional box methods can be used. Work through the remaining problems on the second slide one at time so that the students can attempt question D using their mini-whiteboards. Pose the problems on the third slide for students to work through independently. Students should check their answers at the end of the phase through the use of a calculator. Plenary The question on the final slide is intended to extend the idea of long division as well as giving it a real life context. If necessary, work through the beginning of the problem with students so that the teacher can assess the students progress in performing the skill rather than the real life application of it. Students to work in pairs and present the solution on a single mini-whiteboard. Have a student demonstrate the solution at the front of the class with the emphasis on deriving the division from interpreting the key vocabulary. Resources: Mini-Whiteboards

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Differentiation More able: Questions where the denominator is given as a decimal, such as, 15 0.2 could be given to extend the idea of equivalent fractions. Applying long division as means to solving a multiplicative equation, such as, solve 35 x= 420. Less Able Students may need more practise with solving traditional problems using the box method, such as, 52 4. When the denominator is a two digit number is maybe a factor of the numerator, eg, 240 12.

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