Long Division Script

Introduction (2 minutes)

(Teacher): "Good morning, mathematicians! Today, we're going to unlock a super useful math skill: long division! Have you ever had to share a big bag of marbles or a box of cookies with a group of friends, and you wanted to make sure everyone got the exact same amount? It can be tricky, right? That's where long division comes in! It helps us split big numbers into equal, smaller groups. It’s like having a superpower for sharing!"

"Open your eyes to the Divide & Conquer Slide Deck as we get started!"

Introduce DMSBR (5 minutes)

(Teacher): "Long division might look a little complicated at first, but I'm going to teach you a secret trick to remember all the steps. It's an acronym that spells out our actions: DMSBR!"

(Teacher): "Look at our second slide, 'Your Long Division Super-Steps!'. It shows you the letters."

(Teacher): "The letters stand for: Divide, Multiply, Subtract, Bring Down, and Repeat. To help us remember, we can think of a silly sentence: Does McDonald's Sell Burgers Really? Say it with me!"

(Students): "Does McDonald's Sell Burgers Really?"

(Teacher): "Great! Now, let's look at what each step means. Turn your attention back to the slides, starting with 'Step 1: Divide (D)'. We'll use the example 75 divided by 3."

(Teacher): "D is for Divide. We start by looking at the first digit of the number we're dividing (that's the dividend, 75). How many times does our divisor (3) go into that first digit (7)? Raise your hand if you know!"

(Student Response - e.g., '2')

(Teacher): "Exactly! 3 goes into 7 two times. So, we write a '2' above the '7' in 75. Look at the slide to see where I put it."

(Teacher): "Next, M is for Multiply. Now we take that '2' we just wrote and multiply it by our divisor, 3. What's 2 times 3?"

(Student Response - e.g., '6')

(Teacher): "That's right, 6! We write that '6' right under the '7' we were just working with. See it on the slide, 'Step 2: Multiply (M)'."

(Teacher): "After multiplying, S is for Subtract. We subtract the 6 from the 7. What's 7 minus 6?"

(Student Response - e.g., '1')

(Teacher): "Yes, 1! We draw a line and write the '1' below the 6. It’s important that this number (our remainder for this step) is smaller than our divisor (3). Is 1 smaller than 3? Yes! You can see this on slide 'Step 3: Subtract (S)'."

(Teacher): "Almost done with our first cycle! B is for Bring Down. We look at the original number, 75, and bring down the next digit, which is 5, right next to our 1. Now we have 15! Check out slide 'Step 4: Bring Down (B)'."

(Teacher): "And finally, R is for Repeat! Now that we have our new number, 15, we go back to the very first step, Divide, and do it all again! How many times does 3 go into 15?"

(Student Response - e.g., '5')

(Teacher): "Perfect! We write '5' next to the '2' on top. Then we Multiply 5 by 3 (which is 15), Subtract 15 from 15 (which is 0), and there are no more numbers to Bring Down. So we are done! Our answer is 25. You can see the full process on slide 'Step 5: Repeat (R)'."

Guided Practice (5 minutes)

(Teacher): "You all did an amazing job following along! Now let's try another problem together. Look at the slide, 'Let's Practice Together!'. We're going to solve 84 divided by 4. Who wants to tell me the first step, using our DMSBR acronym?"

(Student Response - e.g., 'Divide!')

(Teacher): "Excellent! Divide. How many times does 4 go into 8?"

(Student Response - e.g., '2')

(Teacher): "Write that 2 above the 8. What's next?"

(Student Response - e.g., 'Multiply!')

(Teacher): "Right! Multiply. What's 2 times 4?"

(Student Response - e.g., '8')

(Teacher): "Good! Write 8 under the 8. What comes after Multiply?"

(Student Response - e.g., 'Subtract!')

(Teacher): "You got it! Subtract. What's 8 minus 8?"

(Student Response - e.g., '0')

(Teacher): "Perfect! Is 0 smaller than 4? Yes! Now for the next step?"

(Student Response - e.g., 'Bring Down!')

(Teacher): "Great! Bring Down the 4 next to the 0. We now have 4. And what's our last step, since we still have numbers to work with?"

(Student Response - e.g., 'Repeat!')

(Teacher): "Yes! Repeat! Now we divide 4 into our new number, 4. How many times does 4 go into 4?"

(Student Response - e.g., '1')

(Teacher): "Write that 1 next to the 2 on top. Now we Multiply 1 by 4 (which is 4), Subtract 4 from 4 (which is 0). No more numbers to bring down! Our answer is 21. Look at the '84 ÷ 4 Solution' slide to see it all written out."

(Teacher): "You're all doing so well! Now I'm going to hand out a Long Division Practice Worksheet for you to try on your own."

Independent Practice & Wrap-up (3 minutes)

(Teacher): "Okay, everyone, you have a Long Division Practice Worksheet in front of you. Remember our DMSBR steps: Divide, Multiply, Subtract, Bring Down, Repeat. Take your time, show your work, and use the steps we just learned."

(Teacher): "I'll be walking around to help if you get stuck. Don't be afraid to ask questions! Long division takes practice, and every time you try, you get better. We'll review these either at the end of class or as homework. Your Long Division Answer Key will be helpful for checking your work later. Keep up the great work!"

Long Division Practice Worksheet

Name: ________________________

Date: _________________________

Instructions: Use the DMSBR steps (Divide, Multiply, Subtract, Bring Down, Repeat) to solve the long division problems below. Show all your work!

Problems:

1. Divide: 68 ÷ 2
   
   
   
   
   
   
   
   
   
   
   
   
   

2. Divide: 93 ÷ 3
   
   
   
   
   
   
   
   
   
   
   
   
   

3. Divide: 80 ÷ 5
   
   
   
   
   
   
   
   
   
   
   
   
   

4. Divide: 72 ÷ 4
   
   
   
   
   
   
   
   
   
   
   
   
   

5. Divide: 96 ÷ 6
   
   
   
   
   
   
   
   
   
   
   
   
   

Long Division Answer Key

Problems and Solutions:

1. 68 ÷ 2

Thought Process:

• Divide: How many times does 2 go into 6? (3 times)
• Multiply: 3 x 2 = 6
• Subtract: 6 - 6 = 0
• Bring Down: Bring down the 8, making it 08 or 8.
• Repeat: How many times does 2 go into 8? (4 times)
• Multiply: 4 x 2 = 8
• Subtract: 8 - 8 = 0
• No more numbers to bring down.

Answer: 34

  34
2|68
 -6
 --
  08
  -8
  --
   0

2. 93 ÷ 3

Thought Process:

• Divide: How many times does 3 go into 9? (3 times)
• Multiply: 3 x 3 = 9
• Subtract: 9 - 9 = 0
• Bring Down: Bring down the 3.
• Repeat: How many times does 3 go into 3? (1 time)
• Multiply: 1 x 3 = 3
• Subtract: 3 - 3 = 0
• No more numbers to bring down.

Answer: 31

  31
3|93
 -9
 --
  03
  -3
  --
   0

3. 80 ÷ 5

Thought Process:

• Divide: How many times does 5 go into 8? (1 time)
• Multiply: 1 x 5 = 5
• Subtract: 8 - 5 = 3
• Bring Down: Bring down the 0, making it 30.
• Repeat: How many times does 5 go into 30? (6 times)
• Multiply: 6 x 5 = 30
• Subtract: 30 - 30 = 0
• No more numbers to bring down.

Answer: 16

  16
5|80
 -5
 --
  30
 -30
  --
   0

4. 72 ÷ 4

Thought Process:

• Divide: How many times does 4 go into 7? (1 time)
• Multiply: 1 x 4 = 4
• Subtract: 7 - 4 = 3
• Bring Down: Bring down the 2, making it 32.
• Repeat: How many times does 4 go into 32? (8 times)
• Multiply: 8 x 4 = 32
• Subtract: 32 - 32 = 0
• No more numbers to bring down.

Answer: 18

  18
4|72
 -4
 --
  32
 -32
  --
   0

5. 96 ÷ 6

Thought Process:

• Divide: How many times does 6 go into 9? (1 time)
• Multiply: 1 x 6 = 6
• Subtract: 9 - 6 = 3
• Bring Down: Bring down the 6, making it 36.
• Repeat: How many times does 6 go into 36? (6 times)
• Multiply: 6 x 6 = 36
• Subtract: 36 - 36 = 0
• No more numbers to bring down.

Answer: 16

  16
6|96
 -6
 --
  36
 -36
  --
   0