Lesson plan

Dicey Division

In this hands-on lesson, students will learn and use two methods of dividing whole numbers. They will roll dice to create their own unique equations for solving!
Need extra help for EL students? Try theComparing Two Division MethodsPre-lesson.
EL Adjustments
GradeSubjectView aligned standards
Need extra help for EL students? Try theComparing Two Division MethodsPre-lesson.

Students will be able to solve division problems with up to four-digit dividends and two-digit divisors using both the digit-by-digit method and the rectangle sections method.

The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.
EL adjustments
(3 minutes)
Doing Dicey DivisionExtra Practice #3Extra Practice #9
  • Ask students to name strategies for solving multiplication problems. Possible answers include arrays, lattices, and partial products.
  • Explain to students that just like there are different ways for solving multiplication problems, there are different methods to solve division problems too. Tell students that today they will be exploring two of these methods and by the end of the lesson you hope they find one that works best for them.
(15 minutes)
  • Introduce both the digit-by-digit (i.e., standard algorithm) and the rectangle sections (i.e., area model) methods using the Doing Dicey Division worksheet. Display the sheet and ask students to discuss in partners their observations about the two methods.
  • Label each piece of chart paper with the names of the methods. Write "Digit-by-Digit" on the first and "Rectangle Sections" on the second.
  • Model solving a division problem (e.g., 956 ÷ 13) using the digit-by-digit method on the Digit-by-Digit chart paper. Discuss each step as you go.
  • Solve the same division problem on the Rectangle Sections chart paper using the rectangle sections method.
(15 minutes)
  • Use the following division equations as practise on the board: 1452 ÷ 11, 2499 ÷ 19, 7482 ÷ 22, 9387 ÷ 68, 8482 ÷ 14, and 6081 ÷ 35.
  • Invite two students at a time to the board to solve the same problem using different methods.
  • Repeat as necessary.
(20 minutes)
  • Distribute the Doing Dicey Division worksheet to each individual.
  • Model rolling the four dice to get the dividend and two dice to get the divisor. Set up an example problem on the board using the digits rolled to fill in the boxes on the worksheets.
  • Have students work in partners to solve 2 more problems on page two of the worksheet using the digit-by digit method. (Reserve problem #4 for the Assessment section of the lesson.)
  • Then have students work together to solve 2 problems on page three of the worksheet using the rectangle sections strategy. (Reserve problem #3 for the Assessment section of the lesson.)
  • Circulate around the room to assist students as needed.
  • Allow volunteers to share one of their answers with the class using the document camera. Make sure to have students share quotients from both of the strategies.


  • Give struggling students Extra practise #3 to review dividing two- and three-digit dividends by one-digit divisors or give them Extra practise #9 to review dividing two- and three-digit dividends by one- and two-digit divisors.


  • Allow advanced students to create additional problems using the dice and their favorite strategy with up to six-digit dividends and three-digit divisors.
(2 minutes)
  • Tell students to continue to use the worksheet from the Independent Work section, but this time they will complete the problems on their own. Students should complete problem #4 from the digit by-digit page and problem #3 from the rectangle sections page.
  • Roll the dice to give them a dividend and divisor for the problems.
  • Use the Dicey Division worksheet and their conversations to assess students' understanding of both methods of division.
(5 minutes)
  • Ask students to turn and talk to their partners, answering which division strategy they liked better and why.
  • Invite volunteers to share their responses with the class.

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