Title: 
Grade 4 Mathematics Module 3, Topic E: Division of Tens and Ones with Successive Remainders 
URL: 
https://www.engageny.org/resource/grade4mathematicsmodule3topiceoverview 
Content Source: 
EngageNY

Type: 
Lesson/Unit Plan

Overview: 
In Module 3, Topic E, students synthesize their Grade 3 knowledge of division types (group size unknown and number of groups unknown) with their new, deeper understanding of place value. Students focus on interpreting the remainder within division problems both in word problems and long division (4.OA.3). A remainder of 1, as exemplified below, represents a leftover flower in the first situation and a remainder of 1 ten in the second situation. While we have no reason to subdivide a remaining flower, there are good reasons to subdivide a remaining ten. Students apply this simple idea to divide twodigit numbers unit by unit: dividing the tens units first, finding the remainder (the number of tens unable to be divided), and decomposing remaining tens into ones to then be divided. Lesson 14 begins Topic E by having students solve division word problems involving remainders. In Lesson 15, students deepen their understanding of division by solving problems with remainders using both arrays and the area model. Students practice dividing twodigit dividends with a remainder in the ones place using place value disks in Lesson 16 and continue that modeling in Lesson 17 where the remainder in the tens place is decomposed into ones. The long division algorithm is introduced in Lesson 16 by directly relating the steps of the algorithm to the steps involved when dividing using place value disks. Introducing the algorithm in this manner helps students to understand how place value plays a role in the steps of the algorithm. The same process of relating the standard algorithm to the concrete representation of division continues in Lesson 17. Lesson 18 moves students to the abstract level by requiring them to solve division problems numerically without drawing. In Lesson 19, students explain the successive remainders of the algorithm by using place value understanding and place value disks. Finally, in Lessons 20 and 21, students use the area model to solve division problems and then compare the standard algorithm to the area model (4.NBT.6). Lesson 20 focuses on division problems without remainders, while Lesson 21 involves remainders. 
Content Standard(s): 
Mathematics MA2019 (2019) Grade: 4  3. Determine and justify solutions for multistep word problems, including problems where remainders must be interpreted.
a. Write equations to show solutions for multistep word problems with a letter standing for the unknown quantity.
b. Determine reasonableness of answers for multistep word problems, using mental computation and estimation strategies including rounding.
Alabama Alternate Achievement Standards
 Mathematics MA2019 (2019) Grade: 4  12. Use strategies based on place value, properties of operations, and/or the relationship between multiplication and division to find wholenumber quotients and remainders with onedigit divisors and up to fourdigit dividends.
a. Illustrate and/or explain quotients using equations, rectangular arrays, and/or area models. 


Tags:

divide, dividends, divisor, equations, operations, place value, quotients, remainders, word problems 
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Comments  There are eight lessons in this topic.
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