Reflection: Modeling Place Value Chart to Divide Hundreds and Thousands - Section 3: Concept development

This was an interesting lesson with some unexpected hiccups.  My students did so well with the previous two lessons, I assumed that extension would go just as well.  When my students needed to decompose thousands, or hundreds, some of them really struggled to make sense of the place value.  It was eye opening to me that some of my students still don't have a solid understanding that each place value increases 10 times each time you move to the left.  Many students were able realize that each time they decomposed a number, they added ten tallies or ten dots to the next lower place, however some students never caught on to that pattern.  I was somewhat frustrated and quickly started getting out base ten blocks.  I had to have a quick review with several students about how many hundreds make one thousand.  Decomposing one thousand back to ten hundreds was quite challenging for some students.

As you can see in my reflection video, this was a more tedious lesson, but overall a good lesson to begin establishing that some strategies are more effective than others.  I'm glad I gave my students this background of distributing numbers into groups before we move into the area model for division.  The area model, while a model, still uses more numbers than pictures. My students seem ready for that.  I'll be watching several students closely, who struggled with the place value concepts today as we move into the area model.

Tedious
Modeling: Tedious

Place Value Chart to Divide Hundreds and Thousands

Unit 7: Division with Whole Numbers
Lesson 3 of 16

Big Idea: In this lesson, students divide whole numbers by a one digit divisor, decomposing tens, hundreds, and thousands, to find a whole number quotients and remainders.

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Standards:
Subject(s):
Math, Place Value, Number Sense and Operations, division, modeling mathematics, equal groups, Operations
45 minutes

Melissa Romano

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