Download Math: Unit 4 UNIT TITLE: Divide by 1

Math: Unit 4
UNIT TITLE: Divide by 1-Digit Numbers
Grade: 4
Domain:
 Operations and Algebraic Thinking (CC.4.OA)
 Number and Operations in Base Ten (CC.4.NBT)
Suggested Pacing
16 days
12/9/2014- 1/16/2015
Stage 1 – Desired Result
Established Goals/Unit Outcome
Highest Level of Understanding:
 Use the strategy “Draw a Diagram” to solve multistep problems
 Interpret remainders
Average Level of Understanding:
 Divide tens, hundreds, and thousands by whole numbers through 10
 Use multiples and compatible numbers to estimate quotients
Most Essential Level of Understanding:
 Use a variety of strategies and models to divide with and without remainders
Common Core Learning Standards:
4.OA.3 Use the four operations with whole numbers to solve problems.
 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations,
including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for
the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including
rounding.
4.NBT.6 Use place value understanding and properties of operations to perform multi-digit arithmetic.
 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.
Mathematical Practices:
MP.2 Reason abstractly and quantitatively
MP.4 Model with Mathematics
1
Essential Questions:
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How can you divide by 1-digit numbers? (OVERALL)
How can you use multiples to estimate quotients? (lesson 4.1; CC.4.NBT.6)
How can you use models to divide whole numbers that do not divide evenly? (lesson 4.2; CC.4.NBT.6)
How can use remainders in division problems? (lesson 4.3; CC.4.OA.3)
How can you divide numbers through thousands by whole numbers through 10? (lesson 4.4; CC.4.NBT.6)
How can use compatible numbers to estimate quotients? (lesson 4.5; CC.4.NBT.6)
How can you use the distributive property to find quotients? (lesson 4.6; CC.4.NBT.6)
How can you use repeated subtraction and multiples to find quotients? (lesson 4.7; CC.4.NBT.6)
How can you use partial quotients to divide by one digit divisors? (lesson 4.8; CC.4.NBT.6)
How can you use base 10 blocks to model division with regrouping? (lesson 4.9; CC.4.NBT.6)
How can you use place value to know where to place the first digit in the quotient? (lesson 4.10; CC.4.NBT.6)
How can you divide multi-digit numbers and check your answers? (lesson 4.11; CC.4.NBT.6)
How can you use the strategy Draw a diagram to solve multistep division problems? (lesson 4.12; CC.4.OA.3)
Content:
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How to use rectangular arrays to write multiplication and
division sentences
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How to use subtraction to solve a division problem
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How to make a model for division
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How to divide with and without remainders
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How to solve division problems that result in 2, 3, and 4
digit quotients
Skills:
 Write a fact family for an array
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Write division problems like 30÷6 by using subtraction
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Use models to solve problems like 48÷4
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Solve division problems like 26÷5
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Solve division problems like 985÷2
Terms / Vocabulary:
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Multiple
Counting number
lesson 4.1
Factor
Multiplication product
Remainder
Divide
Dividend
lesson 4.2
Divisor
Quotient
Materials:
 MathBoard
 Square tiles
 Counters
 Counting tape
 Colored pencils
 Grid paper
 Base-ten blocks
2
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Hundreds
Ones
Place value
lesson 4.4
Tens
Thousands
Compatible numbers (lesson 4.5)
Distributive property (lesson 4.6)
Partial quotients (lesson 4.8)
Stage 2 – Assessment Evidence
Performance Task:
Other Evidence:
Critical Area Performance Tasks A-D: Club for Kids AG pp. 233-238
Diagnostic: Show What You Know pg. 135-136
Formative: Mid-Chapter Checklist pg. 161-162
Summative: Review/Test pg. 187-190
Stage 3 – Learning Plan
Standard
Go Math Lesson
Objective
Essential Questions
CC.4.NBT.6
Lesson 4.1:
Estimate Quotients
Using Multiples
How can you use
multiples to estimate
quotients?
CC.4.NBT.6
Lesson 4.2:
Investigate:
Remainders
How can you use
models to divide
whole numbers that
do not divide evenly?
CC.4.OA.3
Lesson 4.3:
Interpret the
How can use
remainders in
Vocabulary
Multiple
Counting
number
Factor
Multiplication
product
Remainder
Divide
Dividend
Divisor
Quotient
Materials
Assessment
Differentiation
MathBoard,
counters, grid
paper,
Counting tape
Quick Check
2&3
Reteach:
Estimate
Quotitients Using
Multiples
Enrich:Estimating
Quotients
MathBoard,
counters,
Counting tape
Quick Check
12&16
Reteach:
Remainders
Enrich: Riddle
Time
MathBoard,
Counting tape
Quick Check
2&3
Reteach:
Interpret the
Supplemental/
Substitute
Lessons
My Math 6.5:
Divide
w/Remainders
My Math 6.6:
3
Remainder
division problems?
CC.4.NBT.6
Lesson 4.4:
Divide Tens,
Hundreds, and
Thousand
How can you divide
numbers through
thousands by whole
numbers through 10?
Hundreds
Ones
Place value
Tens
Thousands
MathBoard,
Counting tape
Quick Check
3&5
CC.4.NBT.6
Lesson 4.5:
Estimate Quotients
Using Compatible
Numbers
How can use
compatible numbers
to estimate
quotients?
Compatible
numbers
MathBoard,
Counting tape
Quick Check
4&5
CC.4.NBT.6
Lesson 4.6:
Investigate: Division
and the Distributive
Property
How can you use the
distributive property
to find quotients?
Distributive
property
MathBoard,
colored
pencils, grid
paper, baseten blocks,
Counting tape
Quick Check
1&3
Mid-Chapter
Checkpoint
CC.4.NBT.6
Lesson 4.7:
Investigate: Divide
Using Repeated
Subtraction
How can you use
repeated subtraction
and multiples to find
quotients?
MathBoard,
counters, grid
paper,
Counting tape
Quick Check
1&2
CC.4.NBT.6
Lesson 4.8:
Divide Using Partial
Quotients
How can you use
partial quotients to
divide by one digit
divisors?
Quick Check
2&3
CC.4.NBT.6
Lesson 4.9:
Investigate: Model
Division with
Regrouping
How can you use
base 10 blocks to
model division with
regrouping?
MathBoard,
colored
pencils, grid
paper, baseten blocks,
Counting tape
MathBoard,
base-ten
blocks,
Counting tape
CC.4.NBT.6
Lesson 4.10:
Place the First Digit
How can you use
place value to know
where to place the
MathBoard,
Counting tape
Quick Check
2&3
Partial quotients
Quick Check
3&5
Remainder
Enrich:
Remainder
Jeopardy
Reteach: Divide
Tens, Hundreds,
and Thousands
Enrich: Dividend
Riddles
Reteach:
Estimate
Quotients
Enrich: Make the
Best Estimate
Reteach:
Division/Distributi
ve Property
Enrich: True or
Not True
Interpret
Remainders
My Math 6.8:
Distributive
Property
My Math 6.9:
Divide Greater
Numbers
My Math 6.10:
Quotients with
Zero
Reteach: Divide
Using Repeated
Subtraction
Enrich:
Subtraction
Situations
Reteach: Divide
Using Partial
Quotients
Enrich: Special
Delivery
Reteach: Model
Division with
Regrouping
Enrich: Division
Drying
Reteach: Place
the First Digit
Enrich: How
Many Digits?
My Math 6.7:
4
first digit in the
quotient?
CC.4.NBT.6
Lesson 4.11:
Divide By 1-digit
Numbers
How can you divide
multi-digit numbers
and check your
answers?
MathBoard,
Counting tape
Quick Check
3&4
CC.4.OA.3
Lesson 4.12:
Problem Solving:
Multistep Division
Problems
How can you use the
strategy Draw a
diagram to solve
multistep division
problems?
MathBoard,
Counting tape
Quick Check
3&4
Reteach: Divide
by 1-Digit
Numbers
Enrich: What is
Left Over?
Reteach:
Multistep Division
Problems
Enrich: It’s a
Riddle!
Differentiated Instruction
Grab-and-Go Differentiated Center Kits
Literacy Connections: Readers
 The Division Champs
 The Thirst Quencher
Games:
Divide All Five
Divide to Win
Remainder or Not?
Activities:
Card 3:
 What’s My Fact?
Card 7:
 Divide and Conquer
 Moon Weight
 Estimate It
Card 9:
 Remainders Rule
 Bits and Pieces
 Dividend Rolls
Go Math Intervention Activities (ELLs, RTI, and SWDs):
ELLs
Strategy:
 Explore Context (lesson 4.1 page 137B; lesson 4.2 page
141B; lesson 4.8 page 167B)
Strategy:
 Creative Grouping (lesson 4.3 page 145B; lesson 4.5 page
RTI
Lesson 4.1:
Tier : Kinesthetic/Visual (Whole Class/Partner)
 Pg. 137B
Tier 2: Visual/Kinesthetic (Small Group)
 Pg. 137B
5
153B; lesson 4.7 page 163B)
Strategy:
 Describe (lesson 4.4 page 149B)
Strategy:
 Rephrase (lesson 4.6 page 157B, lesson 4.12 page 183B)
Strategy:
 Draw (lesson 4.9 page 171B)
Strategy:
 Model Language (lesson 4.10 page 175B)
Strategy:
 Identify Relationships (lesson 4.11 page 179B)
Lesson 4.2:
Tier 1: Visual (Whole Class/Small Group
 Pg. 141B
Tier 2: Kinesthetic/Visual (Small Group)
 Pg. 141B
Lesson 4.3:
Tier 1: Auditory (Whole Class/Small Group
 Pg. 145B
Tier 2: Visual/Kinesthetic (Small Group)
 Pg. 145B
Lesson 4.4:
Tier 1: Visual/Auditory (Whole Class/Partner)
 Pg. 149B
Tier 2: Visual/Kinesthetic
 Pg. 149B
Lesson 4.5:
Tier 1: Logical/Mathematical (Whole Class/Small Group)
 Pg. 153B
Tier 2: Visual/Logical (Small Group)
 Pg. 153B
Lesson4.6:
Tier 1: Visual/Kinesthetic (Whole Class/Partner)
 Pg. 157B
Tier 2: Visual/Kinesthetic (Small Group)
 Pg. 157B
Lesson 4.7:
Tier 1: Logical/Mathematical (Whole Class/Small Group)
 Pg. 163B
Tier 2: Visual/Spatial (Small Group)
 Pg. 163B
Lesson 4.8:
Tier 1: Visual/Verbal (Whole Class/Small Group)
 Pg. 167B
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Tier 2: Visual/Verbal (Small Group)
 Pg. 167B
SWD’s
Additional Support Strategies:
Division:
 Provide opportunities for students to apply division facts in
real life situations (ex. Money, average length of time it
takes to do a job, etc).
 Give the student several objects (ex. One inch cubes,
plastic links, etc) and have him/her divide them into groups.
 Teach the student to divide to divide numbers of objects,
and then have the student pair number symbols with the
number of objects while solving the division problem. In the
last step, the student divides without using the objects.
 Have the student list all the skills necessary to work a
division problem (subtraction, multiplication, etc)
Lesson 4.9:
Tier 1: Visual/Kinesthetic (Whole Class/Small Group)
 Pg. 171B
Tier 2: Visual/Kinesthetic (Small Group)
 Pg. 171B
Lesson 4.10:
Tier 1: Visual (Whole Class/Small Group)
 Pg. 175B
Tier 2: Visual/Kinesthetic (Small Group)
 Pg. 175B
Lesson 4.11:
Tier 1: Visual/Verbal (Whole Class/Small Group)
 Pg. 179B
Tier 2: Visual/Kinesthetic (Small Group)
 Pg. 179B
Problem Solving:
 Discuss and provide the students with a list of words and
phrases which usually indicate a division operation (ex. into, Lesson 4.12:
Tier 1: Visual/Spatial (Whole Class/Small Group)
share, each, average, quotient, half as many, etc).
 Pg. 183B
 Keep language consistent (dividend, divisor, quotient, etc)
Tier
2: Visual/Kinesthetic (Small Group)
 Help the student recognize common patterns in word
 Pg. 183B
problems (ex. How many, add or subtract, etc)
Advanced
For Advanced Students: TE, pg. 135F
 Enrich activity
 Enrich book
 Extend the project
 ELL activity
Games/Activities Key:
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Computation and Mental Math
Geometry and Measurement
Challenge
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