Dividing by 1000s, Powers of 10s (Day 3)

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Objective

Students Will Be Able To use rounding and estimation in division of 10s, 100s, and 1000s as a strategy for checking work.

Big Idea

Estimation with Division

Language Objective and Prior Knowledge

Language Objective: Students will use academic language when explaining their thinking center on division. Examples: divisor, dividend, quotient, and remainder.

Prior Knowledge: Multiplication facts, basic division skills, rounding and estimation.

Math Blast - Lesson Activator

15 minutes

MathBlast 21 Number of the Day

Math Blast is a quick, fun, fast-paced math game! Every day starts with a Number of the Day. This is the tool I use to not only recall, reteach and pre-teach but it is my way to start classroom management. Students know the expectations of how to come in and get right to work. I do not have to spend any time waiting for students to get ready. Class starts immediately. And since I include music students are really engaged. I also encourage students to support each other for those struggling learners. This is also a great vehicle to expose students to concepts that I know will show up in state testing so that when we do get to these lessons students have already seen the work. Math Blast’s progression goes from easy to hard on the difficulty scale!

Students use a white board and divide it up as follows:

 

This space students write in the number of the day.

 

 

This section is the factors of the number of the day.

 

This section the students put the number of the day over 100.

 

 

This section students write if the number is Prime, Composite or Square.

 

Using the fraction, students write it as a decimal and a percentage.

 

This section the students put the above fraction in Lowest Terms if possible.

 

 

See, Think, Wonder

5 minutes

Andy Warhol’s Spirit Heads Playing Violins

I end Math Blast and lead into my lesson with a See, Think, Wonder. The art is choose always relates to the unit I am teaching. It is a real fun way to get your students to think deeper about a subject without them knowing that they are doing it.

The SEE part is pretty basic thinking, I see….

The THINK part gets them thinking a little deeper. This art makes me think about….

And the WONDER gets them really thinking deeper.This art makes me wonder if….

It is my way to getting their brains ready to think about math and I find that the transition is great. It is also a quick chance to expose my students to different types of art.


Note: You don’t have to use art; I use art because I am passionate about art. Use
examples of things that ignite your passion!

The Elevator Speech

10 minutes

Concept: students will use rounding and estimating to nearest 10s, 100s, 1000s to estimate quotient

 

Script, if needed: Wow, we’ve done a lot of work with place value, rounding, estimating, multiplication and division. I am truly impressed with the work we are doing in the class this year. So since we are working with division let’s talk about rounding and estimating. When do you think we might use rounding and estimating with division, and think back to different ways we used rounding and estimating. I’m going to give you a few minutes of private think time and then I am going to have to turn and talk, so a minute to quiet, in our own head think time. (watch the clock here for a minute) (Before I have them share I tell them that I will be picking random people and they are going to tell me what the other person said. This develops not only skills in sharing but also listening skills) Now one person share with the person next to you (take a minute) and then let the other person tell. This is where I like to pull random names (popsicle sticks work great) and I ask them to explain what the other person said to them, not what they were thinking. (I write a few ideas on the board that sound good. You going to take one of the examples but give the students a chance to come up with some crazy numbers: for example it’s a snack factory and we have to deliver the 43,699 Hot Cheetos (my student LOVE these, I think they are nasty so they’ll love it if I did something like this!) and we need to put 100 in jumbo size lunch bags, how many bags would we be able to make

43,699 is rounded to 44,000 ÷ 100 = 440 bags of Hot Cheetos

Work It Out

40 minutes

I LOVE having them design their own problems. So they get to be a manufacturer (but not Hot Cheetos since we just did this) and they get to create a problem like mine. BUT remind the students that they could have an answer but it should NOT be on the front of the poster.

Assign a number to each poster. Hand out slips of paper with two numbers on it, give them a few post-its and then head out into the hall for a gallery walk.

Each student hangs up their problem and students go to each poster and does the math on the post it with their name. The person that created the poster will check for correct answers.

Closing The Deal

10 minutes

Bring the class together and ask how they did? Who had posters that had all correct answers? Ask what other situations they could use this strategy, like testing, checking their work...

The Closing It section of the lesson is very important. This opportunity allows you to bring the class back together and have them make the connection to the learning objective of the day. You should also make sure that you make a connection to the word of the day. This closing gives students the opportunity to make the connection to the launch and they work that they did. It is also another chance to give a quick formative assessment to check for understanding.

Quick Assessment

5 minutes

The Post-It Poster: Round and estimate: $34,899 ÷ 100 (Two ways 35,000 or 34,800 will work, but every now and then I like to add a little extra like the $ sign, without it the answer is technically not correct and I like to point these things out as my students tend to forget units!)

The Quick Assessment is supposed to be quick and on the easy to medium difficulty level. You are checking to see if students understand the basic concept of the lesson. If you make the problem difficult you are adding a different level of assessment. If you are teaching a higher level class adding a difficult layer might be appropriate but please note that I do not find it necessary to add this level.