Division Unit of Study Process Standards: Mathematical Problem Solving Students will apply mathematical concepts and Skills

and the relationships among them to solve problem situations of varying complexities. Students also will recognize and create problems from real-life data and situations within and outside mathematics and then apply appropriate strategies to find acceptable solutions. To accomplish this goal, students will need to develop a repertoire of skills and strategies for solving a variety of problem types. A major goal of the mathematics program is to help students become competent mathematical problem solvers. Mathematical Communication Students will use the language of mathematics, including specialized vocabulary and symbols, to express mathematical ideas precisely. Representing, discussing, reading, writing, and listening to mathematics will help students to clarify their thinking and deepen their understanding of the mathematics being studied. Mathematical Reasoning Students will recognize reasoning and proof as fundamental aspects of mathematics. Students will learn and apply inductive and deductive reasoning skills to make, test, and evaluate mathematical statements and to justify steps in mathematical procedures. Students will use logical reasoning to analyze an argument and to determine whether conclusions are valid. In addition, students will learn to apply proportional and spatial reasoning and to reason from a variety of representations such as graphs, tables, and charts. Mathematical Connections Students will relate concepts and procedures from different topics in mathematics to one another and see mathematics as an integrated field of study. Through the application of content and process skills, students will make connections between different areas of mathematics and between mathematics and other disciplines, especially science. Science and mathematics teachers and curriculum writers are encouraged to develop mathematics and science curricula that reinforce each other. Mathematical Representations Students will represent and describe mathematical ideas, generalizations, and relationships with a variety of methods. Students will understand that representations of mathematical ideas are an essential part of learning, doing, and communicating mathematics. Students should move easily among different representationsgraphical, numerical, algebraic, verbal, and physicaland recognize that representation is both a process and a product.

Virginia Standards of Learning 4.4 The student will a) estimate sums, differences, products, and quotients of whole numbers; b) add, subtract, and multiply whole numbers; c) divide whole numbers, finding quotients with and without remainders; and d) solve single-step and multistep addition, subtraction, and multiplication problems with whole numbers.

Essential Understandings and Skills All students should

Understand that division is the operation of making equal groups or equal shares. When the original amount and the number of shares are known, divide to find the size of each share. When the original amount and the size of each share are known, divide to find the number of shares. Understand that multiplication and division are inverse operations. Understand various representations of division and the terms used in division are dividend, divisor, and quotient. dividend divisor = quotient quotient divisor
dividend

Understand how to solve single-step and multistep problems using whole number operations.

The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to

Estimate whole number sums, differences, products, and quotients. Refine estimates by adjusting the final amount, using terms such as closer to, between, and a little more than. Estimate and find the quotient of two whole numbers, given a one-digit divisor and a two- or three-digit dividend. Solve single-step and multistep problems using whole number operations. Verify the reasonableness of sums, differences, products, and quotients of whole numbers using estimation.

Subject: Math Date: Monday, February 3, 2014 (Day 4 of unit) Objectives: Identify and define divisor, dividend, quotient, remainder Solve more complex problems using division SOLs: 4.4 The student will a) estimate sums, differences, products, and quotients of whole numbers; b) add, subtract, and multiply whole numbers; c) divide whole numbers, finding quotients with and without remainders; and d) solve single-step and multistep addition, subtraction, and multiplication problems with whole numbers Rationale: Students already have an understanding that division is the operation of making equal groups or equal shares. When the original amount and the number of shares are known, they know to divide to find the size of each share. Students already know and have practiced the fact that multiplication and division are inverse operations. Finally, students understand how to solve single-step and multistep problems using whole number operations proving this lesson to be in progression with their math learning. Procedure: Assessment: HW: Day 4 Division problems using partial quotient Modifications/accommodations: Students that struggle will be getting help from their peers as well as from me. Students are expected to use different strategies to solve the class problem but are encouraged to use the partial quotient method in the end as the most efficient way to solve. If students struggle with this we will demonstrate on the ActivBoard as a whole class. Differentiation: This is differentiated by readiness because student will individually try the problem and come together as a group to bounce each others ideas/strategies off of one another. How would you solve? Set-up: Kids in groups of 4. Share solutions on chart paper. o Pizza Parlor Division- Number 1 o I Notice & I wonder for the set up of the problem Share out strategies within same question groups Share out strategies w/whole class

Subject: Math Date: Tuesday, February 4, 2014 (Day 5 of unit) Objectives: TSWBAT: Solve division problems using mental math. SOLs: 4.4 The student will a) estimate sums, differences, products, and quotients of whole numbers; b) add, subtract, and multiply whole numbers; c) divide whole numbers, finding quotients with and without remainders; and d) solve single-step and multistep addition, subtraction, and multiplication problems with whole numbers Rationale: Students already have an understanding that division is the operation of making equal groups or equal shares. When the original amount and the number of shares are known, they know to divide to find the size of each share. Students already know and have practiced the fact that multiplication and division are inverse operations. Finally, students understand how to solve single-step and multistep problems using whole number operations proving this lesson to be in progression with their math learning. Procedure: Envisions, lesson 8-1: Using Mental Math to Divide Visual Learning p. 164 Guided Practice together p.164 Independent Practice p. 164 #5-29 Odd

Assessment: HW: Reteaching 8-1/Practice 8-1: Front to Back: Odds only Modifications/accommodations: This lesson is a bit of a mental break from their partial-quotient practice. Students have been struggling and working hard with solving division word problems. Students that struggle will be getting help from their peers in their turn-to checks during the independent practice. Differentiation: This lesson is not differentiated. Students that struggle with this (which they shouldnt - they have already been tested on this ) will receive extra practice and one-on-one instruction with me.

Subject: Math Date: Wednesday, February 5, 2014 (Day 6 of unit) Objectives: Identify and define divisor, dividend, quotient, remainder Solve more complex problems using division SOLs: 4.4 The student will a) estimate sums, differences, products, and quotients of whole numbers; b) add, subtract, and multiply whole numbers; c) divide whole numbers, finding quotients with and without remainders; and d) solve single-step and multistep addition, subtraction, and multiplication problems with whole numbers Rationale: Students already have an understanding that division is the operation of making equal groups or equal shares. When the original amount and the number of shares are known, they know to divide to find the size of each share. Students already know and have practiced the fact that multiplication and division are inverse operations. Finally, students understand how to solve single-step and multistep problems using whole number operations proving this lesson to be in progression with their math learning. Procedure: How would you solve? Set-up: Kids in groups of 4. Share solutions on chart paper. Pizza Parlor Division- Number 2 I Notice & I wonder for the of the problem Pizza Parlor Division- Number 3 I Notice & I wonder for the of the problem Share out strategies w/whole class

Assessment: Pizza Parlor Division- Number 4 (with no remainders) HW: Division Problems worksheet (teacher made) Modifications/accommodations: Students that struggle will be getting help from their peers as well as from me. Students are expected to use different strategies to solve the class problem but are encouraged to use the partial quotient method in the end as the most efficient way to solve. If students struggle with this we will demonstrate on the ActivBoard as a whole class. Differentiation: This is differentiated by readiness because student will individually try the problem and come together as a group to bounce each others ideas/strategies off of one another.

Subject: Math Date: Thursday, February 6, 2014 (Day 7 of unit) Objectives: solve division problems working in pairs or alone. SOLs: 4.4 The student will a) estimate sums, differences, products, and quotients of whole numbers; b) add, subtract, and multiply whole numbers; c) divide whole numbers, finding quotients with and without remainders; and d) solve single-step and multistep addition, subtraction, and multiplication problems with whole numbers Rationale: Students already have an understanding that division is the operation of making equal groups or equal shares. When the original amount and the number of shares are known, they know to divide to find the size of each share. Students already know and have practiced the fact that multiplication and division are inverse operations. Finally, students understand how to solve single-step and multistep problems using whole number operations proving this lesson to be in progression with their math learning. Procedure: Investigations Unit 3 Session 2.2 Division with Remainders Counting Around the Class TE 65 How Many Groups? TE 66-68 Whole group discussion- we already did Problems with remainders TE 68-71; SAB 21/22 F/B; students work in pairs to solve.

Assessment: HW SAB 24/ SAB 28 Modifications/accommodations: Students that struggle will be getting help from their peers as well as from me. Students are not expected to know what a remainder is yet. Students should be asking the question: what do I do with whats left over? Differentiation: This is differentiated by readiness because student will be asking and answering questions for themselves. Some students will know what to do with whats left over and some will not.

Subject: Math Date: Friday, February 7, 2014 (Day 8 of unit) Objectives: Solve division problems with remainders SOLs: 4.4 The student will a) estimate sums, differences, products, and quotients of whole numbers; b) add, subtract, and multiply whole numbers; c) divide whole numbers, finding quotients with and without remainders; and d) solve single-step and multistep addition, subtraction, and multiplication problems with whole numbers Rationale: Students already have an understanding that division is the operation of making equal groups or equal shares. They have practiced with the partial quotients method, as well as other ways of solving division. Finally, students understand how to solve single-step and multistep problems using whole number operations. Because this lesson does not divide equally it is in progression with their math learning. Procedure: Investigations Unit 3 Session 2.32.5 Discuss What to do with the Extras TE 73 (SAB 21/22) 20 min Review Partial Quotients with Remainders using flipchart (Division Unit Day 7) Pizza Parlor Problem 4a (has remainder)

Assessment: Division Problems worksheet (teacher made- with remainders) Modifications/accommodations: Students will receive modifications when they have attempted to decide what to do with the extra stuff. We will talk about what a remainder is and when it is an appropriate time to use a remainder vs. when it is not. Differentiation: This lesson is differentiated in regards to the actual problem. Students are receiving multiple math problems that have remainders. Some of the problems require you to add or subtract parts of the answer according to what the question is actually asking.

Subject: Math Date: Monday, February 10, 2014 (Day 9 of unit) Objectives: solve division problems working in pairs or alone. SOLs: 4.4 The student will a) estimate sums, differences, products, and quotients of whole numbers; b) add, subtract, and multiply whole numbers; c) divide whole numbers, finding quotients with and without remainders; and d) solve single-step and multistep addition, subtraction, and multiplication problems with whole numbers Rationale: Students already have an understanding on how to solve division problems. They have previously solved division problems with remainders (the week prior). Students that did well in the assessment will given pizza parlor word problems #5 and #6 as extra practice and enrichment. Those who do not understand will not be allowed to fall behind but will be given one-on-one attention in small group. Procedure: Investigations Unit 3 Session 2.2 Division with Remainders Group students based on results of assessment (Pizza Parlor #4) o Enrich with problems 5 and 6 Remediate with teacher made problems based upon student needs

Assessment: HW: R24 (change numbers as needed) Modifications/accommodations: Problem solving has been modified. Students who understand the partial quotient division strategy will be given harder problems to solve. Those who do not will receive immediate remediation in a small group setting. Differentiation: This lesson is catered around differentiating for understanding. The assessment will have been analyzed and students will be grouped into groups based on their understanding of the partial quotient division with and without remainders.

Subject: Math Date: Tuesday, February 11, 2014 (Day 10 of unit) Objectives: TSWBAT: Use rounding and/or compatible numbers to estimate quotients when solving division problems SOLs: 4.4 The student will a) estimate sums, differences, products, and quotients of whole numbers; b) add, subtract, and multiply whole numbers; c) divide whole numbers, finding quotients with and without remainders; and d) solve single-step and multistep addition, subtraction, and multiplication problems with whole numbers Rationale: Students have been using problem solving and mathematical reasoning to solve single and multi step division problems. They next need to estimate whole number quotients and refine estimates by adjusting the final amount, using terms such as closer to, between, and a little more than. Procedure: Envisions, lesson 8-2: Estimating Quotients Start w/video arcade question p. 166B (on white boards) Visual Learning p. 166 Guided Practice together p. 166 Independent Practice p. 166 #10-32 Even

Assessment: HW: Reteaching 8-2 Modifications/accommodations: Those students who have problems estimating will be told to think about their multiplication grids/facts. They may use these for reference. They also will be told to think about using their friendly numbers to estimate. Differentiation: This lesson is catered around differentiated by interest. It includes a video for the auditory and visual learners. We are practicing together as well as independently. We will use white boards to work on estimating quotients in groups.

Subject: Math Date: Wednesday February 12, 2014 (Day 11 of unit) Objectives: TSWBAT: Solve more complex problems using division SOLs: 4.4 The student will a) estimate sums, differences, products, and quotients of whole numbers; b) add, subtract, and multiply whole numbers; c) divide whole numbers, finding quotients with and without remainders; and d) solve single-step and multistep addition, subtraction, and multiplication problems with whole numbers Rationale: Students have been using problem solving and mathematical reasoning to solve single and multi step division problems. They have estimated whole number quotients and refined their estimates. They have used multiple strategies to solve division problems. It is time for them to deal with tougher types of division problems (ones with too much information and multi-step). Procedure: How would you solve? Set-up: Kids in groups of 4. Share solutions on chart paper. By the Dozen Division- Number 1 I Notice & I wonder for the of the problem By the Dozen Division- Number 2 I Notice & I wonder for the of the problem Share out strategies w/whole class

Assessment: HW: Reteaching 8-2 Modifications/accommodations: The I notice and I wonder statements will help students think through the problem one step at a time. They will use this strategy to omit information that is not important. Students will get to work with their peers. Those that are having trouble will learn from their tablemates and will have my attention to scaffold the problem. Differentiation: This lesson is catered around differentiated by understanding. Students are able to use any division strategy that they want to solve the problems. The groups will pick the most efficient way to divide and put it on their poster to share with the class.

Subject: Math Date: Thursday February 13, 2014 (Day 12 of unit) Objectives: TSWBAT: Solve division problems using mental math, rounding and/or compatible numbers. SOLs: 4.4 The student will a) estimate sums, differences, products, and quotients of whole numbers; b) add, subtract, and multiply whole numbers; c) divide whole numbers, finding quotients with and without remainders; and d) solve single-step and multistep addition, subtraction, and multiplication problems with whole numbers Rationale: Students have been using problem solving and mathematical reasoning to solve single and multi step division problems. They have estimated whole number quotients and refined their estimates. They have used multiple strategies to solve difficult division problems. A formal assessment is in progression for this unit after all of this practice. Procedure: Correct HW: Reteaching 8-2 After quiz: Toss & Talk Activities p. 167B

Assessment: QUIZ: Practice 8-2/Quick Check 8-2 front/back HW: 24 is the Quotient. Write a division story that makes this statement true. Be sure to show your work and label the dividend and divisor. Modifications/accommodations: Students may use any strategy to solve their division problems. Differentiation: All quizes will be the same for each student and will be graded equally.

Day 13: TSWBAT: Use a strategy to divide (partial quotients) Morning Work: (from Everyday Math) Study Link 6.1 (groups of ten) 1. Use Partial Quotients flipchart for review of morning work and to introduce partial quotients strategy. 2. Use partial quotient chart (in flipchart) and page 150 EM student math journal Vol. 1 for student practice. HW: Study Link 6.2 Day 14: TSWBAT: Use a strategy to divide (partial quotients)

Morning Work: Partial Quotient Practice chart (15 minutes to determine student grouping for later lesson). Students will solve using the grid: 232 / 8 1. Review homework whole group. 2. DIVIDE students into groups for independent practice: Page 151 (# 5-8) from EM student journal, Vol. 1 Fancy Footwork from Teachers Helper (encourage students to use related multiplication to determine quotient; if the quotient is not correct, they will divide to find the correct answer). HW: Envisions Enrichment 8-2 OR make up some division problems for additional practice using partial quotients grid. AND 636 / 12

Day 9: TSWBAT: 1. Use a strategy to divide (partial quotients) zero in the quotient.

Partial quotient DEMO: Students use whiteboards to RACE the Power Point!

Reviewing steps for partial quotient together (https://www.everydaymathonline.com/free_resources_main.html?frnologin=1#) Use this link to find animated demonstrations of the partial quotient strategy. 2. Introduce more problems with zero in the quotient: 242 / 6 90 / 3 213 /7 8012 / 4 Work through together using partial quotient strategy/grids 3. Independent Practice: complete odd problems in class; even for homework (from Scott Foresman).

Days 10-15 After practicing partial quotients, we plan to return to Envisions 8-3 thru 8-7 to explore and practice traditional strategies for division. Study Guide (use pretest); Review Stations (2 days): 1. Review Study Guide (review interpreting remainders)

2. Multiple Choice Test Master (Envisions Topic 8) 3. Writing/solving division story problems 4. Study Link 6.3 (from EM) Multiplication and Division Story Problems Day one HW (Rewriting and Interpreting Remainders Study Link 6.4 EM)

Test: Free Response from Envision Topic 8 (remove # 19-22; add vocabulary from study guide.