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Division Strategies

Division Strategies. Unit of Study: Common Core Critical Area Division Global Concept Guide: 2 of 3. Content Development.

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Division Strategies

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  1. Division Strategies Unit of Study: Common Core Critical Area Division Global Concept Guide: 2 of 3

  2. Content Development • In fourth grade, students build on third grade understanding of division within 100. Students need opportunities to apply their understanding by contextualizing and decontextualizing division problems. • This standard calls for students to explore division through various strategies. Using an Open Array or Area Model - After developing an understanding of using arrays to divide, students begin to use a more abstract model for division. This model connects to a recording process that will be formalized in the 5th grade. -Grade 4 Flipbook p. 29-30

  3. Day 1/2 • Essential Question: What strategies can you use to divide? • Student strategies and models may include partial quotient boxes, arrays modeling the distributive property, and repeated subtraction. Both measurement division (repeated subtraction) and partitive division (divvying/sharing) problem types should be used. • Students can explore different division strategies through the 4th Grade Go Math Florida Common Core problems referenced in the GCG. • Facilitate discussions that compare and contrast strategies as well as evaluate their efficiency. • By the end of day 2 students should be able to use different strategies to prove the same quotient

  4. Day 3Enrich/Reteach/Intervention • Essential Question Describe a division strategy that is most efficient for you and why? • Strategies on day 3 should include, but are not limited to Partial Quotients, the Distributive Property and the Standard Algorithm/Place Value. • Re-teach: • Students directly model the actions in a division problem using base ten blocks and then transfer that understanding to the application of partial quotients. • Florida Online Intervention Skill 5– relate division and subtraction • Core/Enrich: • Students solve a division story problem using at least 3 strategies to prove their answer. • By the end of day 3, students should be able to divide using multiple strategies to check for reasonableness and compare/contrast strategies.

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