I believe math should be taught conceptually and through problem solving tasks! For this reason, a variety of activities are included!
Introduction and Review:
*Class examples (designed for small group practice and whole group discussion) are given for both ‘Build Challenges’ and problem solving. ‘Build Challenges’ have some where students build with base 10 blocks, and others where drawings are interpreted.
*There are ‘Build Challenges’ for students to use base 10 blocks to develop understanding of the concept. Students should also learn to draw these models, and the answer keys show this.
*There are opportunities for students to practice just basic computation.
*There are problem solving tasks. The quotients are not always whole numbers. *Students should interpret the problem and all parts of the equation. Division is learned and practiced in context.
*Problem solving tasks are also differentiated. This is explained in the task card introduction.
*Answer keys for task cards and a student recording sheet allow students to self-assess task cards and share information with the teacher.
*A ‘ticket out the door’ gives the teacher information to form differentiated groups.
*A 4-question formative assessment is also included.
There is a page with arrays for students to fold and place in journals.
In fourth grade, students are not expected to learn the standard algorithm for division, but they should understand the concept and have strategies to conceptually solve the problems. The standard algorithm is sixth grade curriculum.
I hope this is helpful! Thank you!
CCSS.MATH.CONTENT.4.NBT.B.6: Find whole-number 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.
CCSS.MATH.CONTENT.4.OA.A.3: Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
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