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Use this site for more information:. http://dpi.state.nc.us/acre/standards/common-core-tools/#unela Math Unpacking Standards. Levels of Learning: Think about how people learn. Concrete > Pictures > Abstract.

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  1. Use this site for more information: http://dpi.state.nc.us/acre/standards/common-core-tools/#unela Math Unpacking Standards

  2. Levels of Learning: Think about how people learn. Concrete > Pictures > Abstract

  3. Division of whole numbersCreate a story for this division problem. Solve by drawing a picture. 14 3

  4. Grade 3

  5. 3.OA.2 Partitive and Measurement (Quotative) Models

  6. Two Types of Division Partitive Division (equal sharing) Measurement Division (repeated subtraction) • Mark picked 24 apples. He wants to put them equally into 4 bags. How many apples can each bag hold? • You are answering “how many in each group”. • Mark picked 24 apples. He put them into bags containing 6 apples each. How many bags did Mark use? • You are answering “how many groups?"

  7. 3.OA.3 Let’s share our division stories and solutions. Decide if the story represents that partitive or measurement model.

  8. 3.OA.4 Finding the whole using the inverse relationship of multiplication and division 8 x ? = 48 5 = 3

  9. 3.OA.5 Use your number sense and apply properties of operations! One example > 8 x 7 can be thought of as 8 x 5 = 40 + 8 x 2 = 16 The sum is 56

  10. 3.OA.6Division as an unknown-factor problem.

  11. 3.OA.7FLUENCY! FLUENCY!FLUENCY! Fluently divide within 100 .

  12. Grade 4

  13. 4.OA.3Talking about remainders Recall the earlier problem> 14 3 What does the remainder 2 mean?

  14. 4.OA.3Talking about remainders Write different word problems involving 14 3 = ? where the answers are best represented as: Problem A: 4 Problem B: 4 r 2 Problem C: 5 Problem D: 4 2/3

  15. 4.NBT.6 This standard calls for students to explore division through various strategies. What are some ways to solve 120 4?

  16. Concrete? Picture? Algorithm?

  17. Grade 5

  18. 5.NBT.6 Let’s talk about your solutions tomorrow. There are 1, 716 students participating in Field Day. They are put into teams of 16 for the competition. How many teams are created? Are any students left over? If so, what do you do with them. Think of 3 different ways to solve.

  19. 5. NBT.7Dividing decimals to hundredths. A relay race lasts 4.65 miles. The relay team has 3 runners. If each runner goes the same distance, how far does each member run? Make an estimate, find the actual answer, and then compare them.

  20. Grade 5Day 2

  21. 5.NBT.6 Let’s talk about your solutions tomorrow. There are 1, 716 students participating in Field Day. They are put into teams of 16 for the competition. How many teams are created? Are any students left over? If so, what do you do with them. Think of 3 different ways to solve.

  22. Partitive or Measurement (Quotative)?

  23. Sharing Sub Sandwiches Draw pictures to solve the following problem: A baseball team is carpooling to a game. They stop to get some submarine sandwiches, and each car gets a certain number of subs to share. Assuming that the subs are shared equally, which car would you want to be in (to get the biggest piece of sandwich?) Car A: 2 subs for 3 people Car B: 3 subs for 5 people Car C: 2 subs for 4 people Car D: 4 subs for 6 people

  24. The student concludes that the answer is Car A. Imagine that you were evaluating this student’s understanding. Would you say that he: • has a full understanding of the problem, and uses fractions appropriately to describe the amount each child gets. • has a good understanding of the problem, but needs to convert his answer into a single fraction. • has drawn an appropriate picture, but something is wrong with how he is using fractions to describe the amount each child gets. • has drawn an inappropriate picture which cannot be used to solve the problem. • does not understand this problem or fractions at all.

  25. Division of Fractions Let’s Take a Look

  26. Write a problem and use a drawing to help this student understand the meaning of 1 1/3

  27. Pat discovers that she has only 1 cup of brown sugar, and her recipe calls for 1/3 cup of brown sugar. Now how many recipes can she make? • Imagine a child who correctly solves the problem but has yet to learn an algorithm for dividing fractions. How might the child solve the problem? • How many 1/3s are in 1?

  28. Let’s Help Tonya and Chris

  29. Write a problem and use a drawing to help this student understand the meaning of ½ 3

  30. Fraction Strips

  31. Recall the whole

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