Divide multiples of 10, 100, and 1,000 by one-digit numbers.
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Throughout Lessn 3—10, students are seeing and making use of structure (MP.7) as they “decompos[e] the dividend into like base-ten units and find the quotient unit by unit” (Progressions for the Common Core State Standards in Mathematics, Number and Operations in Base Ten, K-5, p. 16). Further, “as they illustrate and explain the calculation by using physical or drawn models, they are using appropriate drawn tools strategically (MP.5) and attending to precision (MP.6) as they use base-ten units in the appropriate places” (PARCC Model Content Frameworks, Math, Grades 3–11). Lastly, students will “reason repeatedly (MP.8) about the connection between math drawings and written numerical work, students can come to see multiplication and division algorithms as abbreviations or summaries of their reasoning about quantities” (Progressions for the Common Core State Standards in Mathematics, Number and Operations in Base Ten, K-5, p. 14).
If you need to adapt or shorten this lesson for remote learning, we suggest prioritizing Anchor Task 2 and Anchor Task 4 (benefit from worked examples). Find more guidance on adapting our math curriculum for remote learning here.
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a. $${9\div3}$$
b. $${90\div3}$$
c. $${900\div3}$$
d. $${9,000 \div3}$$
Grade 4 Mathematics > Module 3 > Topic G > Lesson 26 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US license. Accessed Dec. 2, 2016, 5:15 p.m..
Modified by The Match Foundation, Inc.a. $${32\div4}$$
b. $${320 \div 4}$$
c. $${3,200 \div 4}$$
Grade 4 Mathematics > Module 3 > Topic G > Lesson 26 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US license. Accessed Dec. 2, 2016, 5:15 p.m..
Modified by The Match Foundation, Inc.a. $${30\div5}$$
b. $${300\div5}$$
c. $${3,000\div5}$$
Grade 4 Mathematics > Module 3 > Topic G > Lesson 26 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US license. Accessed Dec. 2, 2016, 5:15 p.m..
Modified by The Match Foundation, Inc.Solve.
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Solve. Show or explain your work.
Grade 4 Mathematics > Module 3 > Topic G > Lesson 26 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US license. Accessed Dec. 2, 2016, 5:15 p.m..
Modified by The Match Foundation, Inc.?
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