Students develop an understanding of division of whole numbers using sharing and grouping models to solve problems.
- whole number division
- relationships between division, multiplication, subtraction, and addition
- division notation
- meaning of remainders
- problem solving
- communicating and modeling mathematical ideas
- Students will be able to model division problems with partitioning (sharing) and grouping (repeated addition).
- Students will be able to write division equations using two symbols: the standard division symbol and fractions.
- Students will be able to correctly interpret remainders within the context of a given problem.
- Students will be able to use multiplication, subtraction, and addition equations which express ideas equivalent to a given division equation.
- Students will be introduced to long division using a partial quotients strategy.
- Students will be able to communicate their mathematical thinking verbally, with models or pictures, and in writing.
- "The Doorbell Rang" by Pat Hutchins
- "One Hundred Hungry" Ants by Elinor J Pinczes
- a large quantity of pennies (approx. 300)
- chart paper
- 24 tiles or other tokens per student
- small cup or bowl
- 5" x 8" cards
- activity sheets - "Activity 1" - "Activity 2" - "How Many Stars?"
- cookie cereal for first lesson (optional)
- small white boards and dry erase markers (optional)
- post-its (optional)
- Students are able to count by tens.
- Students have worked with multiplication models.
- 1. Marilyn Burns, Lessons for Introducing Division: Grades 3-4
- 2. Van de Walle and Lovin, Teaching Student-Centered Mathematics Grades 5-8, Vol. 3
Cheryl A. Nix, M.S.
National Common Core Standards
||Interpret whole-number quotients as objects partitioned into equal shares.
||Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurements quantities.
||Determine the unknown whole number in a multiplication or division equation relating three whole numbers.
||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.