Understanding Division Concepts

Unit: Divisibility and Digital Games

Lesson 3 of 6

Grade: 6
Duration: 45 minutes
Class Size: 24 students (including 3 community class students, 3 IEP students, 4 with ADHD)
Location: Sutton, Ontario

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Curriculum Connections (Ontario Mathematics Curriculum, Grade 6)

Overall Expectations

• Number Sense and Numeration:
  Grade 6 - Overall Expectation 1:
  • Solve problems involving the multiplication and division of whole numbers, using a variety of tools and strategies.

Specific Expectations

• 1m23: Solve problems involving the division of whole numbers, using a variety of tools and strategies (i.e., mental math, estimation, operation of calculators, or paper-and-pencil methods).
• 1m24: Explain and justify the process used to divide whole numbers in a variety of problem-solving contexts.

Mathematical Processes:

• Reasoning and Proving
• Reflecting
• Connecting
• Representing
• Communicating
• Problem Solving

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Learning Goals (I Can Statements)

• I can explain what division means as both sharing and grouping.
• I can divide whole numbers using rules we learned in previous lessons.
• I can use hands-on materials and digital tools to solve division problems.
• I can explain the strategies I used to solve division problems.

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Success Criteria

• I can correctly divide whole numbers using grouping or sharing methods.
• I can demonstrate my understanding by using visuals like arrays, groups, or drawings.
• I can explain my thinking clearly to the class or a partner.
• I can use division vocabulary (dividend, divisor, quotient) accurately.

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Materials Needed

• Whiteboards and dry erase markers (one per student/pair)
• Counters or cubes (at least 50 per student or pair)
• Printed division task cards (visual and word problems)
• Laptops/tablets with a simple digital division game or interactive activity (e.g., digital arrays or grouping game)
• Dyslexia-friendly handouts with clear fonts (OpenDyslexic font or similar), colour-coded vocabulary boxes
• Visual anchor charts on division vocabulary and strategies
• Noise-cancelling headphones (for sensitive students)

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Lesson Breakdown (45 minutes)

1. Engage & Review (5 minutes)

• Begin with a quick review question: "What does division mean?"
• Invite students to share their ideas. Record answers on board (highlight sharing vs grouping).
• Show an animated visual or quick digital simulation of sharing and grouping division to engage all students.

2. Explicit Teaching (10 minutes)

• Briefly revisit key division vocabulary: dividend, divisor, quotient. Use dyslexia-friendly visuals and colour coding.
• Demonstrate division with counters:
  • Sharing: Distribute 24 counters equally among 4 groups; count how many each group gets.
  • Grouping: Make groups of 6 from 24 counters; count the number of groups made.
• Write matching number sentences on board: 24 ÷ 4 = 6 (sharing), 24 ÷ 6 = 4 (grouping).
• Emphasize the relationship between multiplication and division for conceptual understanding.

3. Hands-On Activity (15 minutes)

• Paired Activity: Each pair receives counters and task cards.
• Task cards include:
  • Visual division problems using arrays or objects to share/group.
  • Word problems requiring division interpretation.
• Partners use counters to physically represent and solve problems.
• Students record the division sentence (equation) and explain their strategy on mini whiteboards.
• Teacher circulates: supports students with ADHD using movement breaks, offers scaffolded questions to IEP students, and checks comprehension.

4. Digital Game Integration (8 minutes)

• Students rotate to laptops/tablets to play an interactive division game focusing on sharing/grouping concepts using arrays or digital counters.
• This reinforces learning through engaging, visual, and digital interaction.
• Divides students into small groups if limited devices: include students who require quiet or alternative tasks with headphones and dyslexia-friendly reading.

5. Consolidate & Reflect (5 minutes)

• Whole class discussion: What was easy or tricky about division today? What strategies helped?
• Invite a couple of students to demonstrate their division problem solving on the board.
• Highlight correct vocabulary and strong explanations.
• Use a quick exit card: Write one line explaining how you solved a division problem today (can draw if preferred).

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Differentiation Strategies

• For students with IEPs:
  • Provide simplified task cards with visual cues.
  • Use one-on-one or small group support during hands-on activities.
  • Allow oral explanations or drawings instead of written responses.
• For students with ADHD:
  • Incorporate movement breaks (e.g., ‘stand and share’).
  • Use timers to keep activities short and focused.
• For community class students (behaviour/autism):
  • Use clear, explicit instructions and predictable routines.
  • Offer visual schedules and quiet workspaces.
  • Pair with a supportive peer or adult.
• For girls and less motivated students:
  • Include division problems linked to digital games they enjoy, fostering relevance.
  • Use positive reinforcement and goal-setting ("I can" statements).

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Extension Activities (For Advanced Learners)

• Introduce division with remainders through story problems.
• Explore division of larger numbers using estimation strategies before exact calculation.
• Challenge to create their own division word problems using sharing or grouping scenarios.
• Investigate the relationship between division and factors, encouraging prime factorization as a next area of study.

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Assessment for Learning

• Observation during paired activities noting use of vocabulary and strategies.
• Review whiteboard answers and task card work for accuracy and strategy use.
• Collect and review exit cards for understanding and misconceptions.
• Use digital game progress data to inform further instruction.

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Additional Notes for Teachers

• Use clear, high-contrast visuals for dyslexic learners; verbal instructions should be clear, slow, and paced.
• Repeat and reinforce vocabulary multiple times during the lesson with concrete examples.
• Encourage students to verbalise their thinking to reinforce understanding and build confidence.
• Incorporate positive language and praise to engage low-motivation students: “I noticed how you used counters really well!”

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Thank you for using this lesson plan! We hope this structured yet flexible approach to division aligns with Ontario Curriculum expectations and meets the diverse needs of your Grade 6 learners in Sutton.