Curriculum  /  Math  /  4th Grade  /  Unit 3: Multi-Digit Division  /  Lesson 8

Multi-Digit Division

Lesson 8

Math

Unit 3

4th Grade

Lesson 8 of 16

Objective

Solve three-digit dividend division problems with a remainder in any place.

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 three-digit dividend division problems using an area model and the partial quotients algorithm. 
  2. Understand that while the most efficient way to solve a division problem involves finding the greatest multiple less than the divisor for each place value starting with the largest one, there are many ways in which partial quotients can be computed. For example, to solve $$84\div 3$$, one might compute with the greatest multiple less than the divisor for each place value starting with the largest one to get the partial quotients $$ (60 \div 3) + (24 \div 3)$$ or one might use less efficient partial quotients, such as $$(30 \div 3) + (30 \div 3) + (24 \div 3)$$, among many other possibilities.
  3. Solve one-step division word problems, including those that require the interpretation of the remainder (on the Problem Set and Extra Practice Problems) (MP.4). 

Tips for Teachers

  • This lesson covers a lot of ground, introducing students to the partial quotients algorithm and having students compute three-digit by one-digit division problems in all cases. Thus, you may decide to spend two days on this lesson.
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Anchor Tasks

25-30 minutes

Problem 1

Elena used an area model to find the value of $$796\div 6$$, as shown below.

a.   Determine the number that each letter in the model represents, then write the quotient and remainder for $$796\div 6$$. 

b.   Andre calculated $$796\div 6$$ in a different way, as shown below. 

  1. Andre subtracted 600 from 796. What does the 600 represent? 
  2. Andre wrote 30 above the 100, and then subtracted 180 from 196. How is the 180 related to the 30? 
  3. What do the numbers 100, 30, and 2 represent? 
  4. What is the meaning of the 4 at the bottom of Andre’s work? 

Guiding Questions

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Student Response

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References

Open Up Resources Grade 6, Unit 5, Lesson 9 — Activity 9.2, "Using the Partial Quotients Method to Calculate Quotients"

Grade 6, Unit 5, Lesson 9 is made available by Open Up Resources under the CC BY 4.0 license. Copyright © 2017 Open Up Resources. Download for free at openupresources.org. Accessed Dec. 13, 2018, 3:15 p.m..

Modified by Fishtank Learning, Inc.

Problem 2

Yasmin and Osvaldo both found $$951\div4$$ using the partial quotients method, but they did the calculations differently, as shown here. 

a.   How is Yasmin’s work similar to and different from Osvaldo’s work?

b.   Explain why they have the same answer. 

Guiding Questions

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Student Response

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References

Open Up Resources Grade 6 Unit 5 Practice Problems — Lesson 9, Problem #2

Grade 6 Unit 5 Practice Problems is made available by Open Up Resources under the CC BY 4.0 license. Copyright © 2017 Open Up Resources. Download for free at openupresources.org. Accessed Dec. 14, 2018, 10:06 a.m..

Modified by Fishtank Learning, Inc.

Problem 3

Use any method to solve. Then check your work.

$$648\div8$$

Guiding Questions

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Student Response

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Problem Set

15-20 minutes

Discussion of Problem Set

  • What do you notice about the dividends, divisors, and quotients in #1a and #5a? What do you wonder?  
  • How did you solve #1b? What made it more difficult? What about #5d?
  • Look at #2. How did you find the missing value? How is that related to how you might use the partial quotient algorithm to solve that division problem?
  • Look at #4. What did you get for an answer? How did you interpret the remainder? 
  • How did the zero effect your division in #5c? 
  • Did you use any other strategies from Lesson 4 to solve any problems on today’s Problem Set? For example, #1b or #5d?
  • Look at #6. How did you use the partial quotients algorithm to solve differently? 
  • What changed when we moved from dividing two-digit wholes to three-digit wholes? Would the same process we’re using for three-digit wholes work for four-digit wholes? Five digits? Six digits? A million digits? 

Target Task

5-10 minutes

Problem 1

An incomplete calculation of 392 ÷ 7 is shown below. Fill in the boxes to write the missing numbers that would make the calculation complete. 

Student Response

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Problem 2

Solve. Then check your work.

$$596\div3$$

Student Response

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Problem 3

Chris baked 128 cookies to sell at his bakery. He put the cookies in boxes that can each hold 6 cookies. He will only sell full boxes. How many full boxes of cookies does he have to sell?

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

Solve four-digit dividend division problems with a remainder in any place.

Lesson 9
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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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