##
* *Reflection: Adjustments to Practice
Meanings for Division - Section 3: Group Activity

The best part of the lesson for the students was when they had the chance to write their own word problem. I was surprised that they were so excited about it. All of them wanted to share their problems. I decided to let them all share their word problems, then let the other students in the class come up with the division number sentence and multiplication sentence that went along with the word problem. This gave me the opportunity to hear if there was mastery of the skill.

I learned something very important from the activity. I will allow the students to create or write their own math problems more often. It will both help their writing skills and help them think critically by coming up with problems that go along with the skill being taught.

*Meanings of Division*

*Adjustments to Practice: Meanings of Division*

# Meanings for Division

Lesson 11 of 15

## Objective: SWBAT use and draw models to solve division problems.

*45 minutes*

#### Opener

*5 min*

In today's lesson, the students learn the meaning of division. This aligns with 4.NBT.B6 because the students learn division by illustrating and explaining the calculation by using equations, rectangular arrays, and/or area models.

To begin, I remind the students that they have learned that multiplication can be thought of as repeated addition. I share with the students that today, you learn the meaning of division. Can anyone tell me about a time you had to share something with your brother or sister? One student responds, "I had to share my candy with my little sister." Another student responds, "I had to give my sister part of my money."

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#### Direct Instruction

*10 min*

I call the students to the carpet to begin our whole class discussion. I like for my students to interact with me during our whole group discussion. I like to ask questions of them to make sure they are understanding the skill.

The Meanings of Division.pptx power point is displayed on the board.

To begin our discussion, we discuss vocabulary words that are important to this lesson. I read the word and definition aloud. The students repeat the word and definition after me. I let the students know that they will have a better understanding of the vocabulary words as we go through the example in the power point.

Susan has 3 shelves.

xxxxxx

xxxxxx

xxxxxx

She has 18 books to put on each shelf. We can draw 3 circles and divide the 18 books evenly on each shelf.

She can put 6 books on each shelf.

Another way to divide is by using two-color counters.

18 represents the number of books (dividend). This is the total that is being shared equally. The quotient will be how many books are in each group.

#### Resources

*expand content*

#### Group Activity

*20 min*

I put the students in pairs. Each pair of students will get a Meanings of Division assignment sheet. The students are to work together (Students Working) to solve the real-world problems. The students should draw models to solve the problems. They can check their answers by making an array with the two color-counters. Here are samples of student work: Student Work and Student Work - Meaning of Division. Also, this is a video (Video -Meanings for Division) of the students working on the assignment.

I monitor the pairs as they work on the problems. As I monitor, I ask the students questions that can help lead them to the big idea.

Possible Questions:

What important information do you need from the word problem?

What is the total number of items that you have (dividend)?

How many groups do you have?

What should you draw first in your model?

How can counters help you check your answer?

Early Finishers: The students can practice the skill at the following site: http://www.funbrain.com/cgi-bin/mb.cgi?A1=start4&A2=0&ALG=No&Submit=Play+Ball

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Group work is important in the classroom, but independent work is just as important. When students work together, they seem to really enjoy the lesson. However, in order for me to assess mastery, I like for my students to do an independent assignment.

The directions are displayed on the Smart board.

For this assignment, the students write a division problem. They draw an array model to represent the division problem. The students must tell how the model helped with solving the division problem.

After some of the students share their problems, I collect the problems to use for future planning.

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- UNIT 1: Fractions
- UNIT 2: Skills Review
- UNIT 3: Algebra
- UNIT 4: Geometry
- UNIT 5: Patterns & Expressions
- UNIT 6: Problem-Solving Strategies
- UNIT 7: Decimals
- UNIT 8: Measurement and Data
- UNIT 9: Multiplication and Division Meanings
- UNIT 10: Place Value
- UNIT 11: Adding and Subtracting Whole Numbers
- UNIT 12: Multiplying and Dividing

- LESSON 1: Making a Class Array (Meanings of Multiplication)
- LESSON 2: Patterns for Facts
- LESSON 3: Multiplication Properties
- LESSON 4: Distributive Property (Factors of 3 and 4)
- LESSON 5: Game: What's the Missing Number? (Distributive Property)
- LESSON 6: Patterns in Multiples of 10, 11, and 12
- LESSON 7: Finding Patterns using a Multiplication Chart
- LESSON 8: Is that a Fact?
- LESSON 9: Practicing Multiplication with Hot Dots
- LESSON 10: How to use Voki for Math
- LESSON 11: Meanings for Division
- LESSON 12: Relating Multiplication and Division
- LESSON 13: Special Quotients
- LESSON 14: Using Multiplication Facts to Find Division Facts
- LESSON 15: Let's Share Equally