Math Basic and Long Division Grade 4 Unit 4

February 10, 2014

Standard Number and Operation in Base Ten 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. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Objectives I can - Illustrate or explain a division problem using an array, area model, or equation. - Divide a multi-digit number by a one-digit number. - Show the relationship between multiplication and division. Group 1
Students will begin with their timed test for division facts where they have 3 minutes to complete 20 division facts. They will then graph their progress on their charts. Review division vocabulary with students using the poster. o Dividend, divisor, quotient Explain to students that sometimes the divisor doesnt always go into the dividend equally and the amount that is left over is called a remainder. Read A Remainder of One by Elinor Pinczes to the students and note the different division problems along the way. Use manipulatives to show how the bugs stood as necessary. o 25 2 = 12r1 o 25 3 = 8r1 o 25 4 = 6r1 o 25 5 = 5 Model examples of division with remainders using basic facts: o 11 2 = 5r1 I know that 10 2 = 5, which means there is one left over (11-10) o 17 3 = 5r2 I know that 15 3 = 5, which means there are two left over (17-15) o 54 10 = 5r4 I know that 50 10 = 5, which means there are four left over (54-50) o 23 5 = 4r3 I know that 20 5 = 4, which means there are three left over (23-20) o 37 6 = 6r1 - I know that 36 6 = 6, which means there is one left over (37-36) o 44 7 = 6r2 I know that 42 7 = 6, which means there are two left over (44-42) Homework Students will complete a worksheet with simple 2-digit 1-digit division problems with remainders.

Group 2 - Students will begin with their timed test for multiplication facts where they have 3 minutes to complete 20 multiplication facts. Remind students that they have to practice their multiplication facts because it will help them with their division later on. - Quick multiplication review Give students a couple of problems using basic multiplication facts with zeros to review, as students saw these kinds of problems on their last assessment and struggled. 6x20=120 90x6=540 3x50=150 400x3=1200 70x3=210 70x70=4900 - Explain to students that they will be doing more practice with division today. Ask students when they might use division outside of school.

Use the fishbowls and fish to model more division problems for students. Have students fill out the division chart as we work through each example so that they are actively engaged in the activity. Examples will include: 16 fish 2 bowls 15 fish 3 bowls 16 fish 4 bowls 27 fish 3 bowls 24 fish 3 bowls 28 fish 4 bowls 24 fish 4 bowls 32 fish 4 bowls After practicing with the fish bowls, I will pass out the homework and we will work through the first problem together discussing how to use diagrams and pictures to solve the problems given. Students can use manipulatives as necessary to help them conceptualize the pictures and equations for their homework. Homework Division with Diagrams Worksheet

***While I am working with one group, the other group will be working independently in their math journals in order to review past concepts that they have learned. References - DMPS 2013-2014 Math Curriculum Guides Grade 4, Unit 4 - www.worksheetfun.com - www.mathworksheets4kids.com - http://www.teacherspayteachers.com/Store/Mrs-Beaz