##
* *Reflection: Modeling
Place Value Chart and Division - Section 3: Concept Development

I have never used a place value chart to model division in the past, but I will for sure in the future. My students loved this lesson as did I. All of my struggling students were able to connect with this model, make sense of it, and have success with dividing. I had one struggling student approach me after school and ask for homework. She said she felt so good about being able to use the model and divide, she wanted to go home and show her parents. Those moments are so powerful for me. Knowing that I'm helping student make sense of math, make connections, and feel good about their skills and abilities is like icing on the cake for me. I love being able to provide my students with useful and relevant math content, but when a student, who has struggled day in and day out asks me for homework and is smiling ear to ear because suddenly she's able to make sense of somethings she couldn't before, those are the moments I cherish and tuck away in my memory bank to savor.

As you can see in my reflection video, this lesson also brought out a lot of math talk in my students as they made connections between multiplication and division and previous knowledge gained in an earlier place value unit. This lesson turned out to be a very good way for students to use Math Practice Standard 3 as they talked and discussed the place value model and made connections between multiplication, division, and place value.

*Great Model*

*Modeling: Great Model*

# Place Value Chart and Division

Lesson 1 of 16

## Objective: SWBAT solve two digit dividend division problems with a remainder in the ones place by using a place value chart.

*55 minutes*

#### Number Hook

*5 min*

My students really love magic tricks in which they get to use a calculator.

This trick lets each student use a calculator.

A Truly Remarkable Number

Students enter 999999 into their calculator. Then they divide it by seven.

The result will be a mysterious number!

Next, students throw a die (or randomly pick a number from 1 to 6)

and multiply the result by the mysterious number. Then they arrange the

digits of the product from lowest to highest from left to right to form a six-digit number.

What is the number?

*All students should get 124578 as their number. *

` `

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#### Warm Up

*5 min*

Being able to multiply and divide fluently within 100 is essential during the early years of schooling, and the basic facts of addition subtraction and multiplication/division are a critical baseline, not only then but also during later work with fractions, decimals, ratio, proportion, and more.

Researchers have gained insights from brain research about demands on the working brain. As students begin to learn math facts, their brains are focused on those basic computations, but as students become automatic with basic facts, their brains are then able to focus on other aspects of the task like the challenges of place value, decimals, or fractions. Being automatic with basic facts frees the brain to focus on other math processes. Committing basic math facts to memory speeds up math tasks. As math tasks increase in complexity, they often require multiple steps to find the solution.

Because basic facts are so important for my students to master, and I have more than half of my class that does not have them mastered, I choose an oral division facts practice for this warm up. The PowerPoint slides change every 3 seconds. I encourage my students to yell their answers "loud and proud."

For this warm up, students practice basic division facts for numbers divided by three and four.

You can access the power point here: division 3 and 4 practice.ppt

#### Resources

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#### Concept Development

*45 min*

Students use Math Practice Standard 4 today as they explore how to use a place value chart to model division. I begin this lesson by instructing students to draw a place value chart on their personal white boards. Their place value chart only needs to include ones and tens.

I tell students that for today, we are going to assume we need to find how many groups to make. I tell students to model on their boards, with me, 6 ÷ 3. Students should draw 3 groups below.

I ask students questions like; Can we distribute 6 ones into 3 groups? We can think of it like dealing cards or candy evenly among 3 people. First, put one in each group. Cross off the ones one at a time as you distribute them evenly. Next, put another one in each group if you are able. Continue this until all of the ones are distributed. I ask students if there are any remainders. I explicitly call the numbers by their names as well, dividend, divisor, quotient and remainder.

#### Resources

*expand content*

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- UNIT 1: Getting to Know You- First Days of School
- UNIT 2: Multiplication with Whole Numbers
- UNIT 3: Place Value
- UNIT 4: Understanding Division and Remainders
- UNIT 5: Operations with Fractions
- UNIT 6: Fraction Equivalents and Ordering Fractions
- UNIT 7: Division with Whole Numbers
- UNIT 8: Place value
- UNIT 9: Geometry
- UNIT 10: Measurment
- UNIT 11: Fractions and Decimals

- LESSON 1: Place Value Chart and Division
- LESSON 2: Dividing with Place Value Chart - Decomposing Tens
- LESSON 3: Place Value Chart to Divide Hundreds and Thousands
- LESSON 4: Using an Area Model to Divide Tens and Hundreds
- LESSON 5: Using Area Model to Divide Thousands
- LESSON 6: Division Quiz and Snowflake Symmetry
- LESSON 7: Expanded Notation for Dividing Hundreds
- LESSON 8: Divide thousands using Expanded Notation and Pizza
- LESSON 9: Picasso Pizza Day 2
- LESSON 10: Holiday Stroll with Multiplication and Division
- LESSON 11: 12 Days of Christmas
- LESSON 12: Reviewing Division with Jeopardy
- LESSON 13: Problem Solving Division Day 1
- LESSON 14: Problem Solving Division Day 2
- LESSON 15: Gallery Walk Division
- LESSON 16: Division Unit Assessment