Curriculum / Math / 4th Grade / Unit 3: Multi-Digit Division / Lesson 2
Math
Unit 3
4th Grade
Lesson 2 of 16
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Lesson Notes
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Solve division word problems that require the interpretation of the remainder.
The core standards covered in this lesson
4.OA.A.3 — 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.
The foundational standards covered in this lesson
3.OA.C.7 — Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
3.OA.D.8 — Solve two-step word problems using the four operations. 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. This standard is limited to problems posed with whole numbers and having whole-number answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order (Order of Operations).
The essential concepts students need to demonstrate or understand to achieve the lesson objective
Suggestions for teachers to help them teach this lesson
“To compute and interpret remainders in word problems (4.OA.A.3), students must reason abstractly and quantitatively (MP.2), make sense of problems (MP.1), and look for and search for the structure (MP.7) in problems with similar interpretations of remainders” (PARCC Model Content Frameworks, Mathematics, Grades 3–11).
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Tasks designed to teach criteria for success of the lesson, and guidance to help draw out student understanding
25-30 minutes
Solve the following problems. Think about the main differences between each one.
a. A teacher has 21 batteries. Each calculator uses 4 batteries. How many calculators can the teacher fill with batteries?
b. Four children can ride in a car. How many cars are needed to take 21 children to the museum?
c. Ms. Cole wants to share 21 pieces of candy with 4 students. If Ms. Cole gets to eat the pieces of candy that can’t be split evenly, how many pieces of candy will Ms. Cole get?
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a. Mr. Janssen buys a plant at a gardening center. A flower blooms on the plant every seventh day. How many flowers are on his plant after 25 days?
b. Sean is switching bedrooms with his brother and needs to pack 28 toys into small boxes. He packs 5 toys in each box. How many boxes does he need?
c. It takes 8 cups of flour to make a cake. I have 35 cups of flour. If I make as many cakes as possible, how many cups of flour will I have left over? How many more cups of flour would I need to be able to make another cake?
15-20 minutes
Problem Set
A task that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
5-10 minutes
Mr. Haik is ordering cake for a cast party for the school play. Each cake will be cut into 6 pieces. There are 45 cast members going to the party. How many cakes should Mr. Haik order so that every cast member can have one slice of cake at the party?
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.
Extra Practice Problems
Help students strengthen their application and fluency skills with daily word problem practice and content-aligned fluency activities.
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Divide multiples of 10, 100, and 1,000 by one-digit numbers.
Topic A: Understanding and Interpreting Remainders
Solve division word problems with remainders.
Standards
4.OA.A.3
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Topic B: Division of up to Four-Digit Whole Numbers by One-Digit Whole Numbers
4.NBT.B.6
Divide two-, three-, and four-digit numbers by one-digit numbers using a variety of mental strategies.
Solve two-digit dividend division problems with no remainder or a remainder in the ones place with smaller divisors and quotients.
Solve two-digit dividend division problems with a remainder in the tens and/or ones place with smaller divisors and quotients.
Solve two-digit dividend division problems with a remainder in any place with larger divisors and quotients.
Solve three-digit dividend division problems with a remainder in any place.
Solve four-digit dividend division problems with a remainder in any place.
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.
Topic C: Multi-Step Word Problems and Patterns
Apply the formulas for area and perimeter in real-world and mathematical problems involving all four operations.
4.MD.A.34.OA.A.3
Solve two-step word problems involving all four operations, including those involving interpreting the remainder.
4.NBT.B.64.OA.A.3
Solve multi-step word problems involving all four operations.
4.MD.A.34.NBT.B.64.OA.A.3
Identify and extend growing number patterns.
4.OA.C.5
Identify and extend growing shape patterns.
Identify and extend repeating shape patterns.
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