Multi-Digit Division

Objective

Divide multiples of 10, 100, and 1,000 by one-digit numbers.

Common Core Standards

Core Standards

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• 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.

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• 4.NBT.A.1

• 3.OA.C.7

Criteria for Success

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1. Divide multiples of 10, 100, and 1,000 by single digits using concrete and pictorial base ten blocks.
2. Divide multiples of 10, 100, and 1,000 by single digits by solving in unit form.
3. Identify patterns in division of multiples of 10, 100, and 1,000 by single digits (MP.8).

Tips for Teachers

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• The following material is needed for today's lesson: base ten blocks

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).

Remote Learning Guidance

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.

Fishtank Plus

• Problem Set
• Student Handout Editor
• Vocabulary Package

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Problem 1

1. Solve.

a.     ${9\div3}$

b.     ${90\div3}$

c.     ${900\div3}$

d.     ${9,000 \div3}$

1. What do you notice about #1? What do you wonder?

References

EngageNY Mathematics Grade 4 Mathematics > Module 3 > Topic G > Lesson 26Concept Development

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.

Problem 2

1. Solve.

a.    ${32\div4}$

b.    ${320 \div 4}$

c.    ${3,200 \div 4}$

1. What do you notice about #1? What do you wonder?

References

EngageNY Mathematics Grade 4 Mathematics > Module 3 > Topic G > Lesson 26Concept Development

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.

Problem 3

1. Solve.

a.     ${30\div5}$

b.     ${300\div5}$

c.     ${3,000\div5}$

1. What do you notice about #1? What do you wonder?

References

EngageNY Mathematics Grade 4 Mathematics > Module 3 > Topic G > Lesson 26Concept Development

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.

Problem 4

Solve.

1. $480\div6$
2. $7,200\div9$
3. $2,000\div4$

Problem Set & Homework

Discussion of Problem Set

• How are #5a and #5e alike? How are they different?
• Explain how to solve #5g. How can you start dividing in the hundreds when there aren’t enough hundreds to divide?

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Solve. Show or explain your work.

1.  ${60\div3}$                    2.  ${1,200\div4}$                 3.  ${4,000\div5}$

References

EngageNY Mathematics Grade 4 Mathematics > Module 3 > Topic G > Lesson 26Exit Ticket, Question #1

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.

Mastery Response

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Unit Practice

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