## Reflection: Rigor Making M&M Treats Part I - Section 2: Teacher Demonstration

When developing a learning progression for multi-digit division, I decided to teach the standard algorithm (long division) prior to developing a conceptual understanding of this process using hands-on tools and visual representations (such as base 10 blocks, money, grid paper, arrays, and ratio tables).

Here's why: In order for my students to truly gain a deep understanding of the algorithm, they have to be provided with multiple opportunities to practice the algorithm. If I waited until the end of this division unit to teach this abstract process, students would only have a couple days of practice, leading to very few students achieving proficiency with the standard algorithm.

Also, in order for students to truly see the relationship between division models (such as the money model) and the algorithm, I want to provide them with the opportunity to use the algorithm and models side-by-side in upcoming lessons.

I always try to model complex concepts using simple applications to begin with. This way, students can focus most on making connections and building an understanding of the process of dividing. In this lesson I choose the sequence of tasks carefully to be consistent with this objective. In this lesson, my students will find the number of treats they are able to make using:

1. A 2-Digit Dividend: 16 M&Ms (the # of M&Ms on students' desks)
2. A 3-Digit Dividend: 415 M&Ms
3. A 4-Digit Dividend: 5,062 M&Ms

A note on my multi-digit division sequence
Rigor: A note on my multi-digit division sequence

# Making M&M Treats Part I

Unit 7: Multi-Digit Division
Lesson 2 of 9

## Big Idea: Students solve division problems with 3-digit and 4-digit dividends by dividing M&Ms and using the standard algorithm.

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Standards:
Subject(s):
Math, long division, standard aglorithm
100 minutes

### Kara Nelson

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