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

Multi-Digit Division

Lesson 3

Math

Unit 3

4th Grade

Lesson 3 of 16

Objective

Divide multiples of 10, 100, and 1,000 by one-digit numbers.

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
  • 3.OA.C.7

Criteria for Success

  1. Divide multiples of 10, 100, and 1,000 by single digits using concrete and pictorial base ten blocks.
  2. Divide multiples of 10, 100, and 1,000 by single digits by solving in unit form.
  3. Identify patterns in division of multiples of 10, 100, and 1,000 by single digits (MP.8).

Tips for Teachers

Throughout Lessn 3—10, students are seeing and making use of structure (MP.7) as they “decompos[e] the dividend into like base-ten units and find the quotient unit by unit” (Progressions for the Common Core State Standards in Mathematics, Number and Operations in Base Ten, K-5, p. 16). Further, “as they illustrate and explain the calculation by using physical or drawn models, they are using appropriate drawn tools strategically (MP.5) and attending to precision (MP.6) as they use base-ten units in the appropriate places” (PARCC Model Content Frameworks, Mathematics, Grades 3–11). Lastly, students will “reason repeatedly (MP.8) about the connection between math drawings and written numerical work, students can come to see multiplication and division algorithms as abbreviations or summaries of their reasoning about quantities” (Progressions for the Common Core State Standards in Mathematics, Number and Operations in Base Ten, K-5, p. 14).

Lesson Materials

  • Optional: Base ten blocks (9 ones, 9 tens, 9 hundreds, and 9 thousands per student or small group) — Students might not need these depending on their reliance on concrete materials.
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Anchor Tasks

25-30 minutes

Problem 1

a.   Solve.

  1. $${9\div3}$$
  2. $${90\div3}$$
  3. $${900\div3}$$
  4. $${9,000 \div3}$$

b.   What do you notice about Part (a)? What do you wonder? 

Guiding Questions

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Student Response

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References

EngageNY Mathematics Grade 4 Mathematics > Module 3 > Topic G > Lesson 26 — Concept Development

Grade 4 Mathematics > Module 3 > Topic G > Lesson 26 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 2

a.   Solve. 

  1. $${32\div4}$$
  2. $${320 \div 4}$$
  3. $${3,200 \div 4}$$

b.   What do you notice about Part (a)? What do you wonder?

Guiding Questions

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Student Response

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References

EngageNY Mathematics Grade 4 Mathematics > Module 3 > Topic G > Lesson 26 — Concept Development

Grade 4 Mathematics > Module 3 > Topic G > Lesson 26 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

a.   Solve. 

  1. $${30\div5}$$
  2. $${300\div5}$$
  3. $${3,000\div5}$$

b.   What do you notice about Part (a)? What do you wonder?

Guiding Questions

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Student Response

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References

EngageNY Mathematics Grade 4 Mathematics > Module 3 > Topic G > Lesson 26 — Concept Development

Grade 4 Mathematics > Module 3 > Topic G > Lesson 26 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

  • How are #5a and #5e alike? How are they different? 
  • Explain how to solve #5g. How can you start dividing in the hundreds when there aren’t enough hundreds to divide? 

Target Task

5-10 minutes

Solve. Show or explain your work.

a.   $${80\div4}$$

b.   $${1,800\div3}$$

c.   $${4,000\div5}$$

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

Divide two-, three-, and four-digit numbers by one-digit numbers using a variety of mental strategies.

Lesson 4
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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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