Making Math Matter Lesson Plan/Anchor Task Template

Title of Lesson/Anchor Task ____Dividing 3 digit by 1 digit divisor that is greater than one__

Grade Level ___4_____ Submitted by ______Harper______

CCSS Standards Addressed:
CCSS.MATH.CONTENT.4.NBT.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. / Time Frame for Lesson/Anchor Task:
One part of an introductory lesson, or for use as a remediation task in small invitational groups.
Unit/Topic/Learning Targets Addressed:
One: create number sense with large scale multiplication
Two: it will introduce the intermediary step to the standard algorithm. “Area Model of Division” – emphasizing the estimation of the quotients in each step.
Also as an intermediary step – exchanging between place values in an effort to reinforce number sense in division.
752 divided by 2
e.g.
700 divided by 2 150 divided by 2 14 divided by 2
300 70 6
700 / (1)50 / (1)2
Estimations for each step of the quotient…
700 150 12
-600 -140 -12
100 10 0
Three: use algebraic thought in developing reasoning and answers to the task question. / Materials/Resources Needed:
One: Place Value Disks
Two: Place Value place mat
Three: paper and pencil – perhaps graphing paper for “Area Model” addressed to the left.
See Below for pictures
Describe the Lesson/Anchor Task:
  • What is the problem/task you will pose to students?
Give the children the following scenario and ask them to work with the place value disks.
Ava, Cameron and Haylee collected 752 cans for a community food drive. They wanted to give equal number of cans to two organizations who help needy families. How many cans did they give to each group?
  • How will students be engaged?
One: small groups
Two: individual note taking in their journals
  • How will students collaborate with each other?
In small groups during the exploratory phase.
  • What is the teacher’s role?
Facilitator in small group settings during the exploratory phase. More of a ‘teacher’ as the process moves to the explanation phase.
  • What questions will the teacher ask?
One: during the exploratory phase, the teacher will be asking questions to direct the students to place their disks in groupings. In essence, with any necessary prompting the teacher will move the kids into making two groups of a hundreds disk / tens disks / ones disks. Values will then be determined. Through direct instruction, the values will be associated with the aforementioned, “Area Model of Division.”
Assessment:
One: As a formative assessment, walk the room to determine whether the groups arrived at the correct answer, or are working to divide or separate the pieces into the groupings.
Two: As a summative assessment, one could ask a similar question of the class, individually to assess understanding.
Frankie and Jonnie had 436 baseball cards that they were going to give to their two nieces. How many cards did they give to each niece?
Teacher Notes: