Fourth Grade Content Preview
Unit 04
Energizers (5 min)
Below you will find a new spin on some energizers you may have already used in your classroom. Feel free to continue to use the other energizers listed in Unit 01 by clicking here: http://bit.ly/2evd1Dc.
I love math: in groups of three, two students make a two digit number (or up to a four digit number using all four hands) that will represent the dividend. The third student can use one or two hands to make a single digit number which will be the divisor. Students find the quotient.
I was walking down the street: I was walking down the street and I heard _____ say the problem would have a remainder. What could have been the problem?
Opening (5-10 min)
The Spinner (G. Fletcher 3 Act task). How many times will the fidget spinner spin?https://gfletchy.com/the-spinner/
Optional Unit 04 Activities
By downloading the resource, the links in the Table of Contents will become active.
4.D.1 2-Digit by 1-Digit Division p. 6-15 and 4.D.2 p.16-19
4.D.1 Quick Start provides an introduction to 2-digit by 1-digit division using concrete models, arrays and area models, and partial quotients, a scaffold towards the standard algorithm. The recording sheet is specially designed to eliminate the manipulative-to-paper struggle that many students have. You will also notice that the algorithm shown is not the standard algorithm, but it is a model that connects more closely to arrays and area models.
4.D.2 Quick Start provides a scaffolded approach to 2-digit by 1-digit division in order to help students connect models of division to algorithms. Students are given solutions to problems in the forms of an array which is a pictorial model, and another algorithm, but some of the numbers and parts of the picture are left out. As students fill in the blanks and solve the problems, they further connect the concrete, pictorial, and abstract models for division.
Click the button above titled Teach Transform Division
4.D.3 & 4: 3-Digit by 1-Digit Division p. 20-30 & 31-39
4.D.3 Ramp Up provides an introduction to 3-digit by 1-digit division using area models. This activity focuses on the pictorial part of the concrete–pictorial–abstract continuum of learning a new math skill, and is designed to support students in becoming fluent with models and, eventually, the standard algorithm. The algorithm shown in the answer key is not the standard algorithm. It is a model that connects more closely to pictorial models. You may also include the standard algorithm in addition to the one shown if you want.
Click the button above titled Teach Transform Division
4.D.4 Ramp Up provides a scaffolded approach to 3-digit by 1-digit division and is broken into two parts. Students are given solutions to problems in the forms of both a pictorial model and another algorithm, but some of the numbers and parts of the pictures are left out. As students fill in the blanks and solve the problems, they further connect the pictorial and abstract models for division.
Click the button above titled Teach Transform Division
4.D.5 & 6: 4-Digit by 1-Digit Division (p.40-46 & p. 47-53)
4.D.5 Ramp Up provides a scaffolded opportunity to master 4-digit by 1-digit division and to develop fluency as students move from solving problems with a few missing numbers to problems missing more and more numbers. Students are given partially- worked division problems with missing numbers. Their job is to fill in the blanks. The first few problems have a few missing numbers. As the activity continues, more and more numbers are missing. On the last problem, all of the numbers are missing except the actual problem.
Click the button above titled Teach Transform Division
4.D.6 Ramp Up provides a scaffolded approach to 4-digit by 1-digit division. Students are given worked-out division problems with missing numbers using an algorithm that connects division models to the standard algorithm. As in
4.D.5 Ramp Up, students move from solving problems with a few missing numbers to problems missing more and more numbers. On the last problem, all the numbers are missing except the actual problem.
Click the button above titled Teach Transform Division
4.D.7: Introduction to Remainders
In 4.M.4 Ramp Up, students estimate and solve simple 2-digit by 2-digit multiplication problems using two methods: partial products and algorithms. Next, students test their problem solving skills as they analyze solutions to problems solved INCORRECTLY! Students must find the mistake that led to each wrong solution, explain it, and correct it. About the Problems: Problem #2 requires students to know that there are 14 days in 2 weeks.
Click the button above titled Teach Transform Division
4.D.8 . Division with Remainders (p.60-62)
4.D.8 Ramp Up provides an introduction to 2-. 3-, and 4-digit by 1-digit division with remainders. Students do the division and then answer several questions that use the parts of the quotients. Since each problem is embedded in a real-world situation, understanding the remainder is a natural process and the meaning of the remainder becomes critical to answering the question that’s actually being asked in the problem.
Click the button above titled Teach Transform Division
4.D.9 & 10 - Answering the Right Question with Division (p.63-66 & 67-69 )
This activity hits at the heart of some of the difficulty students have with solving problem—answering the right question. 4.D.9 Ramp Up focuses on division with and without remainders. It’s more about asking questions pertinent to problem contexts than it is about realizing a correct solution. This kind of activity helps students focus on the question so that they can be sure they answer the question that the problem is asking.
Click the button above titled Teach Transform Division
4.D.10 Ramp Up provides practice with solving division problems and answering the right question.
Click the button above titled Teach Transform Division
4.D.11 - Finding Division Mistakes (p.70-74)
A typical student mistake when solving word problems is that students do the arithmetic right but answer the wrong question. This is frustrating for both teachers and students. In 4.D.11 Ramp Up, all the problems are solved, but the solutions contain simple mistakes often made by 4th graders. Students have to find the mistake in each problem and solve the problem correctly.
Click the button above titled Teach Transform Division
Literature Connection
Extension: have students create their own storybook of a remainder. https://youtu.be/arT7OSEdu3U
1. Guided Math
https://drive.google.com/open?id=1GORa9tlKljmHuC7mqIfx4aV0PKmXDuNVLiX8tsjir_k
2. Technology
3. Review/Preview:
4.o.1 in Teach Transform all operations:
https://drive.google.com/open?id=0BybLi_gTmQZbNThRQTY5bmdzams (p.6-10)
Fluency:
Division War: Use flashcards and play the game of war. Or create a set of class math cards that have a remainder. Then spin the greater/less spinner. The student with the remainder that is greater or less keeps the cards. For an extension, have students use a set of division flashcards and create their own game/gameboard with directions on how to play.
Closing (5 min): Relate back to learning and language objectives
- Class Journal
- Personal journal
- Partner talks
- Self assessment