Find whole-number quotients and remainders with up to three-digit dividends and one-digit divisors with place value understanding using rectangular arrays, area models, repeated subtraction, partial quotients, properties of operations, and/or the relationship between multiplication and division.
Step 1: Lesson Standards & Learning Goals
In this standard, students build on their understanding of the meaning of division and the relationship to multiplication by solving division problems in and out of context that have a three-digit dividend and a one-digit divisor.
Students are expected to use various strategies to explore division and explain their thinking. Students should be able to apply their understanding of place value and various forms of a number to compute quotients. Students will also use arrays and area models, repeated subtraction, partial quotients and properties of operations to solve division problems. Students are not expected to master the traditional algorithm until middle school.
This standard intersects with NC.4.OA.3 regarding remainders. Refer to NC.4.OA.3 for examples and information about how students are expected to interpret and make sense of remainders in division situations.
How are multiplication and division related?
How can models be used to show division of a three-digit dividend and a one-digit divisor?
What are different ways a remainder can be interpreted in a word problem?
How can place value strategies, properties of operations and/or the relationship between multiplication and division be used to find whole number quotients and remainders?
How can division situations be modeled using rectangular arrays and/or area models?
Area model
Array
Dividend
Division
Divisor
Equation
Interpret
Inverse operation
Partial quotients
Quotient
Remainder
Repeated Subtraction
Understand of the meaning of division and the relationship to multiplication.
Solve division problems in and out of context that have a three-digit dividend and a one-digit divisor.
Use various strategies to divide and explain their thinking.
Apply understanding of place value and various forms of a number to compute quotients.
Use arrays and area models, repeated subtraction, partial quotients and properties of operations to solve division problems.
Interpret and make sense of remainders in division situations.
The quotient is the solution to a division problem.
The dividend is the number being divided.
The divisor represents the number of equal groups or items need in a group.
The remainder represents the items left over that cannot be equally divided by the divisor.
Remainders can be interpreted in multiple ways.
Multiplication and division are inverse operations.
Division problems can be solved using arrays and area models, repeated subtraction, partial quotients and properties of operations to solve division problems.
Step 2: Assessment
NC.4.NBT.6 - CO - Howell - Nov.18, 2022
NC.4 - Cluster 4 Review - CO - Howell -Mar. 3, 2023
NC.4 Benchmark Review Practice - CO - Howell - Mar. 31, 2023
Step 3: Lesson Instructions
Exploration or Experience
Give students a number of base 10 blocks and ask them to divide the blocks into equal groups. Then, write a division equation that matches their model.
Anchor Chart
Image: https://ccwes.wilkescountyschools.org/apps/pages/index.jsp?uREC_ID=429152&type=d&pREC_ID=1854577
Video Clip
Tools 4 NC Teachers
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Math Expressions - (Barnes and Hearne) - Standards Alignment
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Embarc Online (Eureka Math) -
Zearn Math - Online Support Practice for Eureka Math (Requires free account)
Khan Academy Eureka Math Grade 4
North Carolina Collaborative for Mathematics Learning - Grade 4 Instructional Framework
NCDPI Resources
Thinking Blocks - Word Problem Practice with Bar Diagrams
YouTube Videos
Fact Practice
