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Sophia Bankett

30 November 2016
Estimating Quotients
About This Lesson
DESCRIPTION
This is a continuation lesson from previous days before (Monday and
Tuesday) on division. Students will review the parts of a division equation
(dividend, divisor and quotient) as well as use their ability to estimate and
use compatible numbers.
Class Size: 26
Age: 9-10 years old
Students with IEPs (5):
- Mark C. (Specific Learning Disability; Extended Time and a Half; Multiple or
Frequent breaks)
- Kierra H.W. (Specific Learning Disability; Extended Time .5; Altered/Modified
assignments)
- Brandon L. (Specific Learning Disability; Extended Time 1.0; Multiple or
Frequent Breaks; Altered/Modified assignments)
-Angel C. (Autism; Extended Time and a Half)
-Alexander S. (Other Health Impairment; Extended Time; Multiple/Frequent
Breaks)
PREREQUISITES
Students should be proficient in multiplication facts and basic division
strategies.
ESTIMATED TIME
1 hour
Potential Use
PURPOSE: Classroom Instruction
GRADES: 4
CONTENT AREAS: Math
COMMON CORE:
Mathematics
Operations and Algebraic Thinking
Use the four operations with whole numbers to solve problems.
CCSS.Math.Content.4.OA.A.2 (grade 4): Multiply or
divide to solve word problems involving multiplicative
comparison, e.g., by using drawings and equations with a
symbol for the unknown number to represent the problem,
distinguishing multiplicative comparison from additive
comparison.

Number and Operations in Base Ten


Use place value understanding and properties of operations to
perform multi-digit arithmetic.
CCSS.Math.Content.4.NBT.B.6 (grade 4): Find wholenumber 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.

Goals
INSTRUCTIONAL GOALS
Students will need to build an understanding of compatible numbers in order
to find the answer to multiple division problems and be able to accurately
demonstrate their understanding through the classwork and challenge
equations.
OBJECTIVES
Students will be able to use compatible numbers in order to estimate
quotients
VARIABILITY
Present information in a variety of ways so that each student benefits from
the information taught. Allow multiple means of engagement, representation
and action and expression through class activities and discussions. Adapt the
materials and curriculum so that all students can benefit from the changes
and are able to accurately demonstrate their understanding of the content.
Students will be given extra assistance and prompting when needed and will
be accommodated as appropriate.

Brandon requires prompting to stay on task, behavioral supports to


sustain attention and maintain active participation during class
Mark requires prompting to stay on task; use of positive/concrete
reinforcers as well as clearly defined expectations and consequences.
Donte requires prompting to stay on task.
Angel requires prompting, visual cues, and redirecting in order to
complete tasks and attend to instruction. He benefits from praise when
he asks for assistance. He also benefits from the use of strategies to
initiate and sustain attention during instructional times.
Alexander benefits from strategies that initiate and sustain attention.

Assessments
FORMATIVE ASSESSMENTS

Students will be given a warm up at the beginning of the class period to


demonstrate their understanding of division (boxing basic facts in the
equation, etc.) as well as a classwork assignment at the end of the lesson to
evaluate their understanding of the content taught (estimating and using
compatible numbers).
SUMMATIVE ASSESSMENTS
All summative assessments are given and determined by Mrs. Trapani as well
as the 4th grade team.
Instructional Methods
OPENING
In this lesson, students estimate quotients with 1-digit divisors and
dividends up to 3-digits using compatible numbers.
Note: Mrs. Trapani and Miss Bankett will be Co-Teaching.
Students will be asked to meet on the carpet with their math journal and a
dry erase board.
Introduction
Mrs. Trapani will open the lesson with a warm up. The students are to
use their white boards and prior knowledge of basic multiplication facts
in order to solve the division problems presented on the screen.
Once students have finished the warm up, we will review their answers
and discuss the different parts of a division problem i.e. dividend,
divisor and quotient.
Students will then be shown a word problem that incorporates
estimation and the usage of compatible numbers. Students will be
asked to turn and talk with a partner to discuss how they would solve
the problem. Teachers will have a few students share their ideas.
The objective will be presented to the students and the teachers will
then proceed with the lesson.
DURING
Introduce New Knowledge
Mrs. Trapani will review the "Turn and Talk" problem that the students
were just presented. She will explain that in order to estimate the
quotient of the problems presented, students will have to write the
multiples of the divisor in the equation, thus finding a compatible
number.
From there, students will write a new number sentence with the
compatible number and solve for the estimated quotient.
NOTE: Mrs. Trapani will solve this problem and work the students through the
steps. The students will then have the opportunity to solve problems on their
own later during the lesson.

Guided Practice
Miss Bankett will present some problems to the class that will be
solved whole group. Continue to emphasize finding the multiples of the
diivisor before estimating and writing a new number sentence (Ex:
70/9 will be written as 72/9. The estimated answer of 70/9 is about 8).
Miss Bankett will present another word problem written in the multiple
choice format.
Model New Skills and Knowledge
Mrs. Trapani will introduce how to solve problems involving the
estimation of 3-digit quotients. Students will use the same steps taught
to solve with 2-digit quotients and their knowledge of using zero as a
place holder. (Ex: 378/9 will be written as 360/9, as 36 is the closest
multiple of 9 to "37" and the "8" is now a 0. So 378/9 is about 40).
Mrs. Trapani will complete another example problem with the class.
The next problem students will complete on their own and Miss Bankett
will review the answer with the class. Miss Bankett will go through each
step of the process in order to solve the problem with help from
students.
Miss Bankett will also review the next word problem with the whole
group as well.
Independent Practice
Students will demonstrate their learning by completing their classwork
with a partner or small group. Students are to complete 2 problems
and check in with Mrs. Trapani. If students finish their classwork
assignment early, they will be given the challenge worksheet.
CLOSING
Students with IEPs as well as students who have struggled with the
content previously throughout the week will work with Miss Bankett in
a small group to complete their classwork assignment.
The first problem will be down as a group and then students will
complete the last 3 problems on their own but should check in with me
to check answers.
If students finish with time remaining in class, they will complete the
challenge spinners activity.
Materials
MATERIALS AND SUPPLIES
White Boards
Math Journals
Estimating Quotients Worksheet

Spinners Challenge Worksheet