Dividing Large Numbers Part II: School Concert

Learning Resource Type

Learning Activity

Subject Area

Mathematics

Grade(s)

4

Overview

This activity can be used as an introduction to using the area model to divide large numbers. Students will complete a real-world division task that guides their thinking to use the area model.

This activity results from the ALEX Resource Development Summit.

Phase

During/Explore/Explain

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 by using strategies based on place value and an area model.

Activity Details

Allow students to discuss the following question with a partner: How does knowing 5 x 5 help you to solve 75 ÷ 5? Explain. This question should start a conversation on the relationship between multiplication and division. Allow the students to discuss their mathematical reasoning with the class.

In partners or small groups, students will complete the School Concert task. This real-world task can be used to introduce the area model for division. However, the area model does not have to be the only strategy used to solve this problem. Groups will most likely approach this problem using a variety of strategies. Circle the room and discuss why each group chose a certain strategy to solve the problem.

Allow each group of students time to share and explain their reasoning with the class. This division task should guide your class in a conversation on division strategies and the relationship between multiplication and division.

Assessment Strategies

Student recordings on the School Concert task sheet will be used as a formative assessment to make sure students whole-number quotients by using strategies based on place value.

Variation Tips

Base ten blocks can be used for students that are struggling to break apart the dividend.

Background / Preparation

Students should have basic knowledge of multiplication and division.

https://docs.google.com/document/d/1JGzS76jBZXccLgrgZeA3JDcs8Hja_SCAE1Gg2hajqA8…

Approved Date

2020-06-18

Owner (Author)

scarver17

Design by Adaptive Theme