### Lesson plan

# A Hearty Valentineâ€™s Day

#### Learning Objectives

Students will be able to use different strategies to solve division problems with one-digit divisors.

#### Introduction

*(5 minutes)*

- Tell students that you have a question for them and that youâ€™d like them to think hard about the correct answer.
- Ask, "What did the calculator say to the pencil on Valentineâ€™s Day?"
- Allow students to have time to think and to share their answers by raising their hands and being called on.
- Tell students that the correct answer to that joke is, â€œYou can count on me!â€
- Explain to students that today they will participate in a fun Valentineâ€™s Day maths activity, which focuses on division and the different division strategies.

#### Explicit Instruction/Teacher modeling

*(15 minutes)*

- Display eight candy hearts on the document camera.
- Display the Valentineâ€™s Day Division #1 worksheet and point to the first problem.
- Explain to students that you will model how to solve the first problem, 8 Ã· 4, in five different ways. Some of the strategies will require the candy hearts, while some will not.
- Model how to solve the problem using
**Skip counting**. - Say, "I will skip count by the divisor, which is 4, until I get to the dividend, which is 8. Skipping two groups of four is eight. So 2 is my answer."
- Model how to solve the problem using a
**Number line**. - Say, "I can draw a number line and label it with notches. Starting at the 8, I skip count backwards by my divisor, which is 4. I jump to the 4 and then I jump to the 0. Since I did two jumps of 4, 2 is my answer."
- Model how to solve the problem using
**Equal groups**. - Say, "I will use my divisor, which is 4, to determine how many circles I should make. Then, I put an equal number of candy hearts in each of those circles until I have a total of 8 candy hearts. I end up with two candy hearts in four circles, which is 8. That means that 2 is my answer."
- Model how to solve the problem using
**Fact families**. - Say, "I know that I can multiply 4 by 2 to get 8. So that means I can divide 8 by 4 and get 2. I also know that 8 divided by 2 is 4. I know that 2 is my answer because I know the other facts in the fact family."
- Model how to solve the problem using
**Repeated subtraction**. - Say, "I will subtract the divisor, which is 4, until I get 0. Then, I count up how many times I subtracted and that is my answer. I subtracted two times, so my answer is 2."

#### Guided practise

*(15 minutes)*

- Divide students into small groups or partnerships.
- Explain to them that they will be using the different strategies shown before as they solve the rest of the problems on the division worksheet.
- Hand out a copy of the Valentineâ€™s Day Division #1 worksheet to each student.
- Tell students that they do not have to do the first problem because it was already done for them.
- Remind students that you should see them working with the candy hearts and not eating them at this point in the lesson.
- Circulate while students work in order to assess their proficiency with the different division strategies.
- Review the answers to some or all of the division problems, depending on time.
- Have students model strategies using the heart candies if applicable.

#### Independent working time

*(15 minutes)*

- Pass out the Valentineâ€™s Day Division #2 worksheet.
- Explain to students that they will complete these problems on their own. They may use the candy hearts from earlier in the lesson to serve as manipulatives.
- Remind students of the expectations for independent work time.
- Monitor students as they work.

#### Differentiation

**Support:**Reduce the number of problems for students who need additional support and time.

**Enrichment:**Challenge advanced learners to create division word problems with the division problems on the worksheet. Further the challenge by instructing them to solve the problem using all five division strategies.

#### Assessment

*(5 minutes)*

- Collect the Valentineâ€™s Day Division #2 worksheet from students as a check for understanding.
- Display a division problem on the board: 21 Ã· 7 =
- Instruct students to solve the problem on their whiteboards by using a strategy of their choosing. When they finish their work, they should flip the whiteboard so no one else sees their work.
- Give students one minute to complete the problem.
- Signal the students to show the whiteboard to you for a quick check of the strategies being used and the accuracy of the answers.

#### Review and closing

*(5 minutes)*

- Divide students into no more than five small groups.
- Give each group an envelope with an index card inside. Each index card has one of the following phrases written on it: skip counting, number lines, equal groups, fact families, repeated subtraction.
- Explain to students that they will have two minutes to discuss the concept and how it related to the Valentineâ€™s Day division lesson today.
- Students may eat their candy hearts during this part of the lesson.