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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.

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.

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

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

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