Itip Observation 4

A Second Look at Partial Quotients and Old School Division
Designed by: Jamie Sanborn 4th Grade
OVERVIEW
This lesson will take a second look at two strategies, for division, previously presented in this unit. Students will have the opportunity to practice each strategy and choose which one works best for their own thinking and learning style. Students will be encouraged to try both before committing to one or the other. STANDARD: 4.NBT.B.6 TLW find whole number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on placevalue, the properties of operations and/or the relationship between multiplication and division. (Michigan Department of Education) o TLW illustrate and explain the calculation by using equations, rectangular arrays and/or area models. (Michigan Department of Education) OBJECTIVE/TARGET: I CANdivide using more than one strategy. I CANrelate my knowledge of multiplication facts to solving division problems. I CANexplain my thinking by writing an equation or drawing an array or other model. ANTICIPATORY SET:
Michigan Department of Education. (n.d.). Common Core State Standards Initiative. Retrieved March 24, 2013, from Mathematics; Grade 4; Number & Operations in Base Ten: http://www.corestandards.org/Math/Content/4/NBT The University of Chicago School Mathematics Project. (2007). Everyday Mathematics-Student Math Journal. Chicago: Wright Group/McGrawHill.
Display an assortment of single-digit multiplication facts. Ask students to extend these facts using what they already know about the base problem.
o Call on several students, using name sticks, to fill in extended facts for the shown problems. INPUT: A. Procedure: Say, Today were going to take another look at using the multiplication we know
to solve some division problems. Well be taking a second look at both methods weve tried so far; Partial Quotients and Old School using the whole family.
Hand out the practice page; remind students to put their name at the top. Say, Were going to work through the first two as a whole class. You copy what
I do on my page. After that youll be able to work through the rest of the problems using whichever method you like best. Do NOT work ahead; we all need to have these first two problems as examples to help with the rest of the page.
Work through problem #1 underneath the document camera. Encourage student participation by asking questions and calling on students to help. Remind them that their paper should look exactly like the example. o NOTE: TA and CT will be circulating among students to monitor and assist as necessary. Repeat the previous step with problem #2. Ask for any questions and/or clarifications.
o Assign Math Box pages 159 and 160; to be turned in. Quickly go over which boxes need to be complete; scaffold as necessary. Work on these when finished with todays practice page. (The University of Chicago School Mathematics Project, 2007) o Remind students of practice packet due Thursday. o Students can read recreationally when all finished. Release students to work independently on practice page. Send a group of more advanced students with TA to work in a separate room. o Send a list of more challenging problems to try; and/OR, o Suggest that students can challenge each other by creating division problems. B. Thinking Levels (Blooms Taxonomy): Knowledge: TLW use their knowledge of multiplication facts to assist with solving division problems. Comprehension: TLW illustrate their problem solving skills by showing work on a grid paper. Application: TLW solve various division problems using a strategy of their choosing. Synthesis: TLW combine their knowledge of multiplication with the division strategy of their choosing to solve given problems. Evaluation: TLW will explain/justify their math thinking by showing their work for each division problem. C. Learning Styles and/or Accommodations:
Remediation: o Continue working step by step with students that need the one-on-one or small group guidance. o Offer less challenging problems to lower-level math students to scaffold the transition to the more challenging problems. o Work in a small group with struggling students to scaffold their thinking by tailoring instruction to the individual needs of each student. o Provide extra practice with multiplication to strengthen the base knowledge for division.
Extensions: o Students can work in small groups, or pairs, to create new division problems and challenge each others thinking. o Students can create division flash cards with extended facts to encourage transition to mental math with division facts.
Multiple Intelligences: o Visual/Spatial: Students can create arrays and/or models to arrange their thinking for division. o Bodily/Kinesthetic: Students will have access to manipulatives as necessary to scaffold their thinking. o Interpersonal: Students can work in partners or small group to challenge each other as they work through their understanding of solving division problems. o Intrapersonal: Students will work independently to practice skills.
o Verbal/Linguistic: Students will benefit from using the family story that goes along with the old school method of long division. o Logical/Mathematical: Students will draw on their knowledge of multiplication to make sense of division strategies. D. Method and Materials: Method: o Direct instruction, modeling, re-teaching, review. Materials needed: o Practice page for division; enough for each student to have their own. o Math Journal for Math Box pgs. 159-160. o Document camera/projector unit. o White board/markers. o Additional graph/grid paper. o Pencils. MODELING: TTW model solving division problems using each strategy. Using the document camera, TTW give step-by-step instructions for solving the division problems on the practice page. CHECKING FOR UNDERSTANDING: With help from the CT and TA, TTW circulate among students as they work; asking questions and providing assistance as needed.
TTW will ask frequent questions to gauge student understanding throughout the direct instruction.
GUIDED PRACTICE: Students will work through the practice page with assistance and scaffolding provided by CT, TA, and myself as necessary. Students will complete Math Box pages 159 and 160 from their math journal to turn in as a progress check. INDEPENDENT PRACTICE: CLOSURE: Remind students to choose the method that makes sense to their way of thinking. Restate that not everyone will choose the same method and that its okay to use whichever one works best for their individual learning and success. ASSESSMENT: TTW will assess student understanding of this lesson through observation while they work as well as having them hand in the practice page for closer understanding. TTW use information from the closer look at student work to inform future need for re-teaching and review of todays lesson. REFLECTION: To be completed after the lesson has been taught. o 3-25-13:

Itip Observation 4

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A Second Look at Partial Quotients and Old School Division

Designed by: Jamie Sanborn 4th Grade

A Second Look at Partial Quotients and Old School Division

A Second Look at Partial Quotients and Old School Division

A Second Look at Partial Quotients and Old School Division

A Second Look at Partial Quotients and Old School Division

A Second Look at Partial Quotients and Old School Division

A Second Look at Partial Quotients and Old School Division

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