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  • Lesson Plan
    • Subject: Math
    • Driving Question: How do we divide two and three digit numbers?
    • Pedagogical Method: Inquiry-Based Learning
    • Grade Level: 4
    • Duration: 4 sessions
    • Delivery Method: Messenger Applications

  • Students will be able to divide two and three digit numbers using long division.

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    Answer Key Answer Key 1 Answer Key 2 Answer Key 2 Answer Key 3 Answer Key 3 Test 1 Test 1 Worksheet 1

    Worksheet 1 Worksheet 2 Worksheet 2 Worksheet 3 Worksheet 3 Reference 1 Reference 2 Reference 3
  • ● Materials: laptops/tablets/Mobile phones/math notebook
    Also find attached the necessary resources in the Files section.
  •  Perform the long division of two digits by a single digit.

     Perform the long division of three digits by a single digit.

     Keywords: quotient, divisor, dividend, remainder, Euclidean, division, long division method, distribute

    • Students understand the concept of division.
    • Students can perform basic division.
    • Students can use the terms associated with division.
  • Activate students’ prior knowledge on division through the activity below. Have students work in groups of the platform you use to divide a set of UNO cards. Explain in the task that UNO cards are card games. Have students take a picture of their work and the reflection questions and share them via the platform which is adopted by the school.

    Activity: Take 32 UNO cards and divide those 32 cards evenly among 5 people. After dividing the cards, reflect with your group on the questions below:

    • How many cards did each group member receive? 
    • Are there any cards left? If so, how many are left?

    When all students are done with the activity, do a whole-class reflection to share the answers to the questions.


    • Each person receives 6 cards.
    • There are 2 cards left.
  • Have students take their inquiry further to further discover the concept of division. Have students conduct a mini-research on the definition of the terms "dividend", "divisor", "quotient" and "remainder". Also, have students sort out their research on their math notebooks/papers. 

    Once students are done with their research, have students share their exploration in order to check for their understanding. For providing constructive feedback, utilize TAG strategy (Reference 1).

    To check for understanding, share the visual (Worksheet 1) on the platform so students will transfer their understanding of division and fill it in independently. This visual will help you inform students’ understanding of division key terms and the placement of the key terms in the correct order.

  • Inform the students that they will continue discovering the concept of division. Have students work on the following task: Divide "32" by "5".

    To check for understanding (Formative assessment), share the checklist (Answer Key 1) so students use it to guide them through the steps of division.

  • After students inquire into the steps of how to divide  numbers, have them sort out what they found out in activity 1 to explore the long division method. Have them work in groups (you divide them on the platform) to research the Euclidean method.

    Focus Research Questions:

    • What is the long division method?
    • Why do we use the long division method?
    • How do we use the long division method?  

    To check for understanding (Formative assessment), after students research, have them select the most appropriate option which will reveal their understanding of the long division  method. 

    Divisor = dividend × quotient + remainder

    Dividend = divisor × quotient + remainder

    Quotient = divisor × dividend + remainder

  • Assign the activity below so they can take their understanding of division further. The activity will be done on a paper/notebook and a picture will be sent via the designated platform. 

    Take 75 UNO cards, distribute these cards to 6 people.

    • What is the number of cards for each person?
    • How many cards does he have left?


    • Each person will receive 12 cards. 
    • 3 cards are left. 

    Note: The division chart (Reference 2) could be utilized to scaffold students’ understanding.

    To check for understanding, share and go over with the students the visual (Reference 2) to reinforce the concept of a single digit division.

    Students will then watch a video (Video 1) about the steps of long division method.

    To check for understanding (Formative assessment), share and go over with the students the following visual (Reference 3) to reinforce the concept of a single digit division

  • Have students work in groups on the task below.

    You have 214 nuts, you want to store in bags of 9.

    How many boxes do you need?

    Have you put all the nuts away?

    Can you do the division if the dividend is three digits?

    Complete the division by this method aiming to sequence each step by assigning it a color.



    We need 23 boxes, there are 7 nuts left. We start with the hundred and then complete the division as usual. (Worksheet 2)

  • Assign students Test 1 to inform the learning and teaching of division. The assessment could be digitized to any tool.

  • Have students work in groups on the problems below as part of making conclusions to the big ideas which were tackled: 

    You have to climb the 476 steps of the Eiffel Tower, and rest between 5 and 10 times.

    How many steps do you have to climb as long as the number of steps is equal between the breaks?

    Students can send their answers on the platform on create a Jamboard link and send it to students. Use the following link to guide you through creating and using a Jamboard:

     Assign homework for application practice (Worksheet 3).