Curriculum  /  Math  /  4th Grade  /  Unit 3: Multi-Digit Division  /  Lesson 10

Multi-Digit Division

Lesson 10

Math

Unit 3

4th Grade

Lesson 10 of 16

Objective

Solve two-, three-, and four-digit dividend problems, including the special cases of having a 0 in the quotient or dividend, and assess the reasonableness of the quotient.

Common Core Standards

Core Standards

  • 4.NBT.B.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.

Foundational Standards

  • 4.NBT.A.1
  • 4.NBT.B.4
  • 4.NBT.B.5
  • 3.OA.C.7

Criteria for Success

  1. Solve two-digit, three-digit, and four-digit by one-digit division problems using any method. 
  2. Understand what to do when there is a zero in a remainder partway through, a zero in the quotient, or a zero in the dividend. 
  3. Critique the reasoning of others regarding any of the above cases (MP.3).
  4. Assess the reasonableness of answers using mental computation and estimation strategies including rounding, and/or using the relationship between multiplication and division to check answers (MP.1).

Tips for Teachers

Because “cases involving 0 in division may require special attention” (NBT Progression, p. 16), the purpose of this lesson is to solidify students’ skills with all computational cases, giving special attention to cases involving 0.

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Anchor Tasks

25-30 minutes

Problem 1

Geraldo is solving $${{83\div2}}$$. His work is below. 

He says he is done because he got a remainder of 0.

a.   Explain the error that Geraldo made when computing $${{83\div2}}$$.

b.   Determine the correct answer.

Guiding Questions

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Student Response

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Problem 2

Solve. Show or explain your work. 

$${618\div3}$$

Guiding Questions

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Student Response

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References

EngageNY Mathematics Grade 4 Mathematics > Module 3 > Topic G > Lesson 30 — Concept Development

Grade 4 Mathematics > Module 3 > Topic G > Lesson 30 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US license. Accessed Dec. 2, 2016, 5:15 p.m..

Modified by Fishtank Learning, Inc.

Problem 3

Solve. Then assess the reasonableness of your answer. 

$${8,028 \div 4}$$

Guiding Questions

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Student Response

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References

EngageNY Mathematics Grade 4 Mathematics > Module 3 > Topic G > Lesson 30 — Concept Development

Grade 4 Mathematics > Module 3 > Topic G > Lesson 30 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US license. Accessed Dec. 2, 2016, 5:15 p.m..

Modified by Fishtank Learning, Inc.

Problem Set

15-20 minutes

Discussion of Problem Set

  • Look at #3. What mistake did Yari make? What was the correct answer? 
  • In #4c, did anyone get 128? How did you know that was wrong? 
  • In #4d, the whole had consecutive zeros. How does your place value knowledge help you to keep track of where you are dividing? 
  • Look at #6. Can you think of a problem that would satisfy the first claim? Why or why not? 
  • Look at #7. How did you decide on your quotient and divisor? Is there more than one right answer? Why?
  • Look at #6. How did you decide on your quotient and divisor? Is there more than one right answer? Why?

Target Task

5-10 minutes

Problem 1

Solve. Assess the reasonableness of your answer.

a.   $${92\div3}$$

b.   $${5,010\div3}$$

Student Response

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Problem 2

Geraldo says the solution to $$725\div6 $$ is 12 with a remainder of 5. 

  1. What error do you think Geraldo made? Why do you think he made that error?

  2. Determine the correct answer.

Student Response

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Additional Practice

The Extra Practice Problems can be used as additional practice for homework, during an intervention block, etc. Daily Word Problems and Fluency Activities are aligned to the content of the unit but not necessarily to the lesson objective, therefore feel free to use them anytime during your school day.

Word Problems and Fluency Activities

Word Problems and Fluency Activities

Help students strengthen their application and fluency skills with daily word problem practice and content-aligned fluency activities.

Next

Apply the formulas for area and perimeter in real-world and mathematical problems involving all four operations.

Lesson 11
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Lesson Map

A7CB09C2-D12F-4F55-80DB-37298FF0A765

Topic A: Understanding and Interpreting Remainders

Topic B: Division of up to Four-Digit Whole Numbers by One-Digit Whole Numbers

Topic C: Multi-Step Word Problems and Patterns

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