Action Research On Long Division

Action Research on Long
D ivision
By: Rebecca Bauer
Bluefi
eld Interm ediate School
Bluefield Intermediate School is located in Bluefield, WV.
and is part of the Mercer County School district.
Bluefield Intermediate School serves 3rd -5th grades.
There are 353 students enrolled with a 12 to 1 student to
teacher ratio.
Student diversity at Bluefi

eld Interm ediate
School.
Diversity
58.60%
40.20%
0.60%
C au c as ian
0.30%
His p an ic
0.30%
As ian
B lac k
two rac e s
G ender distribution
There is roughly an
equal percentage
of males and
females at
Bluefield
Intermediate
School with 48%
males and 51%
females forming
the student body.
48%
52%
Male
Female
Socioeconom ic D etails
The percent of Mercer
County's poverty
population is above the
state's percentage.
However, the socioeconomic demographics
remain consistent. The
economic stability and
population trends also
remain constant at
Bluefield Intermediate
School where 71% of
students qualify for
Free and Reduced Lunch
20
9.6
70.3
Eligible
reduced lunch
not elegible
M rs. Lillys 4 th grade class

There are a total of 18
students in Mrs. Lillys 4th
grade3 class.
There are 9 boys and 9
girls.
1 student receives
special education serves
and 1 student is on a 504
plan for ADHD.
There are no students in
Mrs. Lillys class that
Learning goals and objectives

Students apply their understanding of models for division, place
value, properties of operations and the relationship of division to
multiplication as they develop, discuss and use efficient, accurate
and generalizable procedures to find quotients involving multi-digit
dividends. They select and accurately apply appropriate methods
to estimate and mentally calculate quotients and interpret
remainders based upon the context. The Next Generation CSOs
that are covered in this action research project are as follows:
M.4.NBT.6 find whole-number quotients and remainders with up to
four-digit dividends and one-digit divisors, using strategies based
on place value, the properties of operations and/or the relationship
between multiplication and division and illustrate and explain the
calculation by using equations, rectangular arrays and/or area
models.
Learning goals:
Understand and solve division problems with a
remainder using array and area models.
Understand and solve two-digit dividend division
problems with a remainder in the ones and tens place
by using place value disks.
Represent and solve division problems requiring
decomposing a remainder in the tens and ones place.
Understand and solve two-digit dividend division
problems using the standard algorithm.
Assessm ent Plan

Student Objective
Specific Assessments
Rationale of
Assessments
To determine what
Prestudents know about the Assessmen
topic before it is taught. t
5 questions To test prior knowledge

dividing 2
of long division with
digits by 1 remainders.
digit.
Demonstrate
understanding of the
subject matter.
Formative
Assessmen
ts
Problem
sets and
exit tickets
after each
lesson.
Demonstrate
understanding of the
subject matter.
PostAssessmen
t
5 questions Assess student

dividing 2
learning outcomes.
digits by 1
digit.
To assess student
understanding before
moving on to the next
lesson.
U se of Technology:
Before teaching the unit on long division, I showed the
students a YouTube video on the steps of division.
https://www.youtube.com/watch?v=0uZiqk_ZdcA
During direct instruction, I used a projector to project
division word problems and place value chart on the
board.
Two days a week the students had access to the
computer lab where they could go on to educational
websites to master 4th grade math problems.
Students also had access to the mobile computer lab,
where they were able to use tablets to complete star
math testing.
Teaching M ethods for division

RDW (Read, Draw,
Write) Method
Students will begin by

reading the question.
Then the students will
draw an array or tape
diagram to help the
students picture what is
going on in the problem.
Finally the students will
write the answer to the
problem.
Array and Area m odel

Students then used the array and area models to
show the partitive and measurement approach of
division. For example, when we use the array
model for the problem, 44 divided by 7, the
students will use the partitive approach of
division and draw 7 dots in a column because 7
is our divisor. Each group has 7 dots. We then
end up with 6 columns of 7 with a remainder of
2.
Students then used the area model to show the
measurement approach of division by drawing a
rectangle and saying that the height of the
rectangle is 7 and the width of the rectangle is 6,
which are 42 square units and then showing 2
additional units added onto the area model for
the remainder.
Place Value Chart

Students used the place value chart and number
disks to conceptualize how to decompose a
number and break it down into a smaller unit and
understand that the smaller unit is actually
equivalent to a larger unit.
To help the students further develop place value
understanding, they were allowed to draw a place
value chart on their desks using dry erase
markers.
The students then used numbered disks to
represent the dividend.
Then the students moved their numbered disks
into groups.
Standard Algorithm
When students are finally
able to solve division
problems using the
standard algorithm, they
are encouraged to use a
multiplication t-chart.
Students are also taught
the mnemonic devise
(daddy, mother, sister,
brother, rover) to
remember the steps of a
division problem.
Results:
Pre-test and Post-test comparison
Lacy
Luke
Glen
Olivia
Emoni
Noah
Grace
Khalil
Austin
Isaiah
Kenneth
Juliana
Samara
Torianne
Jasper
0
10
20
30
40
Pre-test
50
60
Post-test
70
80
90
100
The students were given a 5 question

pre-test and post-test where students
were expected to show their work to
solve the problem. These graphs
indicate that the students all received
a zero on the pretest. At the end of
the unit, a post test was administered
and it shows that 5 out of 15 students
received 100%, 5 out of 15 students
received 80%, 4 out of 15 students
received 60%, and 1 out of 15
students received 0%.

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What is the student diversity like at Bluefield Intermediate School?

What teaching methods were used to teach long division?

Action Research on Long

Student diversity at Bluefi

Free and Reduced Lunch

M rs. Lillys 4 th grade class

Learning goals and objectives

Assessm ent Plan

5 questions To test prior knowledge

5 questions Assess student

Teaching M ethods for division

Students will begin by

Array and Area m odel

Place Value Chart

The students were given a 5 question

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