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TTW make sure that students can correctly multiply and divide using an area model.

TTW have students share and explain how to use an area model to solve a problem.

TTW ask the student "How does your area model show the solution to the problem?

TTW activate prior knowledge by having students consider the relationship between repeated subtraction and division.

TTW will ask: What operation is related to subtracting repeatedly:

TTW will ask: What division expression can you write to model the numbers in a given problem.

TTW will intervene by reminding students how they have divided in previous lessons.

TTW will ask: What methods do you know to divide a 4-digit number by a 1-digit number?

TTW will ask: How can you apply these methods if the divisor is a 2-digit number?

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TTW ask the students what they know about multiplication.

TTW ask the students how multiplication relates to division.

TTW have students turn and talk about how division relates to multiplication.

TTW ask the students how they model groups in multiplication?

TTW ask the students if they are using repeated addition to multiply, what would they be using to divide?

TTW have the students model how they would use repeated addition to multiply.

TTW explain how you can find the answer to a division problem by finding the unknown in a multiplication problem.

TSW find an unknown dividend by multiplying the quotient by the divisor.

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Low - Check for understanding by asking questions such as what represents the factors and product. Provide small group instruction if further instruction is needed.

Mid - Check for understanding by asking for the unknown in the problem. The students will be given extra practice to continue understanding.

High - Check for understanding by seeing if the student can represent the problem in different ways. Give the student more challenging work if they exceed expectation.

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I can explain how multiplication and division are related.  I can explain that there are groups, size of groups, and total in both operations. I can express that division can be thought of as a missing factor equation in order to solve and the partial products can be repeatedly removed from the total(dividend) to find the quotient.

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I can explain how multiplication and division are related.  I can explain that there are groups, size of groups, and total in both operations. I can express that division can be thought of as a missing factor equation in order to solve and the partial products can be repeatedly removed from the total(dividend) to find the quotient.

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TSW model the equation with multiplication and use a visual model to solve the problem.

Example: The student draws 7 groups of 16 for a total of 112 songs. Each player has 16 songs.

TSW solve the problem correctly without using a visual model or multiplication equation.

TSW may not correctly divide the total number of 112 into 7 equal groups.

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I know I am successful when I can use an array or an area model to solve a division problem and recognize the relationship division has to multiplication.

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What is this situation about?

What are the quantities in the situation?

What are possible mathematical questions that you could ask for the situation?

In modeling this situation as a multiplication problem, what represents the factors and the products?

What is the unknown in this situation?

What are some ways you can represent the problem?

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-Teacher will give a division context, and ask students to explain how total was being divided into groups.

-The teacher will prompt students to state that they knew the total and the number of groups and they were looking for the size of the group.

-The teacher will ask students to solve by creating a model with base ten blocks showing 1260 divided into equal groups with 9 in each and write missing factor equations to solve.

-The teacher will ask students to explain that they are “thinking multiplication” to find the partial quotients/missing factor. Students should state they are looking for ___ X 9 = 1260.

-Teachers will get students to state that they needed to pull off 9 at a time to find the number of groups. Students should state that they will use the facts they know like 9x10 or 9x100 and remove the partial quotients from the dividend (note: sharing someone who did 9x10 and 9x100 to discuss efficiency).

-Teacher will ask students to state the partial quotients of 100 and 400 (or whatever partial quotients they came up with) should be added together to get the final quotient of 140.

-Teacher will have students write a missing factor multiplication and division equation to match the model.

-Teacher will have students state they can ‘think multiplication’ to solve division when the facts aren’t known facts.

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High: Provide additional complex division problems that require more advanced reasoning and larger numbers. Ask them to explain their thought process in detail. Have them teach peers

Medium: Break down each step of the division process, ensuring students understand each part before moving on. Use clear, incremental instructions.

Use Visual Aids: Reinforce understanding with base ten blocks and visual models. Ensure students can create and interpret these models accurately.

Low: Start with simpler division problems to build confidence and ensure understanding of fundamental concepts before tackling the given problem.

Hands-On Learning: Use manipulatives like base ten blocks extensively. Allow students to physically manipulate the blocks to form groups and understand division concretely.

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-I can understand how multiplication and division are connected through use of grouping and group numbers.

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Look for students who might regroup incorrectly. There are many variations of incorrect answers that they could get.

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Know that multiplication and division are related. Know that in both operations there are groups, size of groups and total. Know that division can be thought of as a missing factor equation in order to solve and the partial products can be repeatedly removed from the total(dividend) to find the quotient

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TTW ask students to find the multiples of 25.

TTW will introduce the task for the lesson.

TTW ask students about any previous knowledge of an area model.

TTW will demonstrate how a model is used for students who do not have prior knowledge of the model.

TTW ask assessing and advancing questions.

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Low- Exit ticket to check understanding. If goal is not met a reteach could be given in small group during math centers rotation. Lesson 2.2 reteach p. 19.

Mid- Exit ticket to check understanding. Additional work given to improve understanding.

High- Exit ticket to check understanding. Challenge is given to students who exceed expectation.

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I can find the quotient of number by using area models with 80 percent accuracy.

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I know I am successful when I can use an area model to find my quotient.

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Why do you think using rectangles for an area model is more appropriate for this problem than using a grid?

Could you break apart the dividend in a different way?

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360 divided by 20= g

Use an area model to represent the division equation and find the quotient.

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TTW introduce the objective and define any unknown words--students will add these words to their Intreractive Notebooks, or TTW add them to the Word Wall.

TTW ask students if they have even seen or been in a very tall building and take examples from students--this will activate their learning.

TTW introduce the question for the lesson and do a three read through

TTW ask questions during each read through to bring out different parts of the lesson.

TTW ask what strategies could be used to solve this problem.

TTW work out the problem and have the students take notes as they go

TTW ask assessing and advancing questions throughout

TTW use another example problem from the workbook and allow students to help them work out the problem

TTW select a third problem and allow students to come up and model strategies and solutions.

TTW assign the Exit Ticket and wander the class to assist as needed.

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ESL/SPED/Low Learners--Visuals, three readthrough, front load vocabulary, front load different methods of division, anchor charts for reference.

Mid--Modeling, visuals and anchor charts for reference, assistance and reminders from teacher if needed.

High--Students will model and produce estimations on their own, devlop their own estimation problem for students to use.

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I can estimate quotients of division problems using compatible numbers.

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I will know I have been successful when I can estimate and explain my estimation with 80% accuracy.

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660/60=10+1=11

660/61=11

660/10=66

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What numbers in the problem do you need to divide, and what is the extra information?

In order to estimate the quotient, what should you do to the numbers in the problem?

If you chose 60 as your estimate for the floors, why should you choose a number other than 650 as the estimate for the height in feet?

Which tool could you use to solve the problem? Why is this tool more strategic?

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Depth of Knowledge:

1. Low:(Level 1) Recall: What are the first 10 multiples of 54? Students answers to this question will demonstrate whether they are able to form multiple of the divisor in order to use partial quotients.

2. Med: (Level 2) Basic Application of Skills and Concepts: Can you use 54 x 5 = 270 as the first multiple of the divisor? Explain. Student's answers to this question will demonstrate whether they understand that there are multiple paths to finding the same whole-number quotient using partial quotients.

3. High: (Level 3) Strategic Thinking and Complex Reasoning: How can you use partial quotients to divide 924 divided by 66? Students' answers to this question will demonstrate whether they understand the concept of partial quotients enough to summarize and apply the procedure to other division problems.

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I can explain that multiplication and division are related.

I can explain that in both operations there are groups, size of groups and total.

I can explain that division can be thought of as a missing factor equation in order to solve and the partial products can be repeatedly removed from the total(dividend) to find the quotient.

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I will know that I have been successful when I can solve problems using partial quotients with 80 percent accuracy.

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See teacher addition page 47 under "Spark Your Learning"

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Assessing: What operations can you use to determine the answer from the given information?

Advancing: Which tool could you use to solve the problem? Why is this tool more strategic? Students' choices of strategies or tools will vary.

Advancing: What is the first step that needs to be done in order to solve the problem?

Advancing: How can you use division to solve the problem?

TURN and TALK: Have students discuss contexts that involve remainders. Have them consider and discuss what a remainder would represent in the problem.

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Page 50: number 4

There are about 1,932 calories in a 14-pound watermelon. How many calories are there in 1 pound of the watermelon?

Answer about 138 calories

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Teachers will select from a plethora of resources to support high, mid, and low students: task cards, HMH differentiation book, Waggle, iReady, Xtra Math, Boddle Learning, HMH Extra Practice and Homework Pages, Interactive Workbook Notes, Multiplication Worksheets, Division Worksheets.

Teachers will use these resources to support students throughout three different centers. (One per day with a teacher table).

Teachers will use Exit Tickets to inform small group tables. The teacher may pull students based on the previous day’s exit ticket as well.

Teachers may also use the results of the Multiplication Quiz or Place Value Exit Ticket to continue to support struggling students as Multiplication is a huge building block to division.

# data[].attributes.body
Teachers will select from a plethora of resources to support high, mid, and low students: task cards, HMH differentiation book, Waggle, iReady, Xtra Math, Boddle Learning, HMH Extra Practice and Homework Pages, Interactive Workbook Notes, Multiplication Worksheets, Division Worksheets.

Teachers will use these resources to support students throughout three different centers. (One per day with a teacher table).

Teachers will use Exit Tickets to inform small group tables. The teacher may pull students based on the previous day’s exit ticket as well.

Teachers may also use the results of the Multiplication Quiz or Place Value Exit Ticket to continue to support struggling students as Multiplication is a huge building block to division.

# data[].attributes.body
Teachers will select from a plethora of resources to support high, mid, and low students: task cards, HMH differentiation book, Waggle, iReady, Xtra Math, Boddle Learning, HMH Extra Practice and Homework Pages, Interactive Workbook Notes, Multiplication Worksheets, Division Worksheets.

Teachers will use these resources to support students throughout three different centers. (One per day with a teacher table).

Teachers will use Exit Tickets to inform small group tables. The teacher may pull students based on the previous day’s exit ticket as well.

Teachers may also use the results of the Multiplication Quiz or Place Value Exit Ticket to continue to support struggling students as Multiplication is a huge building block to division.

# data[].attributes.body
Teachers will select from a plethora of resources to support high, mid, and low students: task cards, HMH differentiation book, Waggle, iReady, Xtra Math, Boddle Learning, HMH Extra Practice and Homework Pages, Interactive Workbook Notes, Multiplication Worksheets, Division Worksheets.

Teachers will use these resources to support students throughout three different centers. (One per day with a teacher table).

Teachers will use Exit Tickets to inform small group tables. The teacher may pull students based on the previous day’s exit ticket as well.

Teachers may also use the results of the Multiplication Quiz or Place Value Exit Ticket to continue to support struggling students as Multiplication is a huge building block to division.

# data[].attributes.body
Teachers will select from a plethora of resources to support high, mid, and low students: task cards, HMH differentiation book, Waggle, iReady, Xtra Math, Boddle Learning, HMH Extra Practice and Homework Pages, Interactive Workbook Notes, Multiplication Worksheets, Division Worksheets.

Teachers will use these resources to support students throughout three different centers. (One per day with a teacher table).

Teachers will use Exit Tickets to inform small group tables. The teacher may pull students based on the previous day’s exit ticket as well.

Teachers may also use the results of the Multiplication Quiz or Place Value Exit Ticket to continue to support struggling students as Multiplication is a huge building block to division.