Dividing Large Numbers Part I: Number Talk

Learning Resource Type

Learning Activity

Subject Area

Mathematics

Grade(s)

4

Overview

This activity can be used as an introduction or engagement activity to a lesson on division with large numbers. Students will participate in a mathematical conversation that allows them to express their thinking on the relationship between multiplication and division.

This activity results from the ALEX Resource Development Summit.

Phase

Before/Engage

Mathematics (2019) Grade(s): 4

MA19.4.12
Use strategies based on place value, properties of operations, and/or the relationship between multiplication and division to find whole-number quotients and remainders with one-digit divisors and up to four-digit dividends.

Vocabulary

Quotient
Dividend
Divisor
Divide
Multiply
Multiple
Equation
Remainder
Area model
Greatest multiple
Decompose
Compose
Array
Properties of operations
Unknown factor
Partial quotient

Knowledge

Students know:

How to decompose and compose numbers in a variety of ways using place value and the properties of operations to demonstrate a variety of strategies for division.
Division can be described as an unknown factor problem.
A variety of contextual situations can be represented with a division equation.

Skills

Students are able to:

Use strategies based on place value to find whole number quotients and remainders.
Use the properties of operations to find whole number quotients and remainders.
Use arrays and area models to find whole number quotients and remainders.
Illustrate division situations with rectangular arrays and area models.
Write an equation to represent a division situation.

Understanding

Students understand that:
Division expressions represent

The number of objects in each group when the total number is partitioned evenly into a given number of groups.
The number of groups when the total number is partitioned into groups that each contain a given number.

Learning Objectives

Students will find whole-number quotients and remainders by using strategies based on place value.

Students will discuss the relationship between multiplication and division.

Activity Details

Number talks are short mathematical discussions between the student, teacher, and classmates about how to solve a carefully chosen mental math problem. The students share their mathematical reasoning as the teacher records their thinking visually on the board or chart paper.

Lead the class in a mathematical discussion using a number talk.

40 ÷ 4

16 ÷ 4

56 ÷ 4

These mental math problems will allow students to build on multiples of ten and find easy ways to divide within the dividend. This will help direct the students' thinking to use the partial quotients division strategy using the relationship between multiplication and division. Allow the students to share their thinking and mathematical reasoning to solve the problems.

Once students have had an opportunity to share their thinking using the number talk, allow students to answer the journal prompt to continue their mathematical reasoning on the relationship between multiplication and division.

Assessment Strategies

Student discussions during the Number Talk and their responses on the journal prompt will be used as a formative assessment to identify if students can identify the relationship between multiplication and division and use it to find quotients of whole numbers.

Background / Preparation

Students should have basic knowledge of multiplication and division.

Teachers should have access to a whiteboard or chart paper. Students will need math journals.

For more information on number talks, check out the book Number Talks by Sherry Parrish.

http://docs.google.com/document/d/13ZnGZbUeKDbuXUlkQN8A8Up6aYXul6VytUbxNxGR19s/…

Approved Date

2020-06-18

Owner (Author)

scarver17

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