Reflection: Rigor St. Patrick's Day Party - Section 3: Student Practice


Looking back on this lesson, I realized that I should have asked students to solve using the partial quotients method first. By doing this, the rigor of this lesson would have increased as well.

Here's why: Some students would solve a problem like 1962/3 using the standard algorithm and would arrive at the answer, 654. Then, when solving the problem using the partial quotients method, they would use the already found quotient, 653, and take away 600 x 3, 50 x 3, and 4 x 3. This shows that the students were successfully using the place value model, but at the same time, it didn't require as much thought as it would have if they had to solve using the partial quotients method first. 

  Rigor: Reflection
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St. Patrick's Day Party

Unit 7: Multi-Digit Division
Lesson 5 of 9

Objective: SWBAT use solve multi-digit division problems using partial quotients.

Big Idea: Students will be distributing bags of items evenly in treat bags for a St. Patrick's Day Party.

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1 teacher likes this lesson
Math, technology, long division, problem solving
  100 minutes
solving problems
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