# ALEX Learning Activity

## Dividing Large Numbers Part I: Number Talk

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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This learning activity provided by:
 Author: Stephanie Carver System: Cullman City School: Cullman City Board Of Education
General Activity Information
 Activity ID: 2516 Title: Dividing Large Numbers Part I: Number Talk Digital Tool/Resource: Introduction to Division Journal Prompt Web Address – URL: http://docs.google.com/document/d/13ZnGZbUeKDbuXUlkQN8A8Up6aYXul6VytUbxNxGR19s/edit?usp=sharing Overview: This activity can be used as an introduction or engagement activity to a lesson on division with large numbers. Students will participate in a mathematical conversation that allows them to express their thinking on the relationship between multiplication and division. This activity results from the ALEX Resource Development Summit.
Associated Standards and Objectives
Content Standard(s):
 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 whole-number quotients and remainders with one-digit divisors and up to four-digit dividends. a. Illustrate and/or explain quotients using equations, rectangular arrays, and/or area models. Unpacked Content Evidence Of Student Attainment:Students: When given division problems with one-digit divisors and up to four-digit dividends, Find quotients with remainders using strategies based on place value, properties of operations, and the relationship between multiplication and division. Illustrate quotients using a rectangular array and/or area model, and explain the connection of the visual model to the equation.Teacher Vocabulary:Quotient Dividend Divisor Divide Multiply Multiple Equation Remainder Area model Greatest multiple Decompose Compose Array Properties of operations Unknown factor Partial quotientKnowledge:Students know: How to decompose and compose numbers in a variety of ways using place value and the properties of operations to demonstrate a variety of strategies for division. Division can be described as an unknown factor problem. A variety of contextual situations can be represented with a division equation.Skills:Students are able to: Use strategies based on place value to find whole number quotients and remainders. Use the properties of operations to find whole number quotients and remainders. Use arrays and area models to find whole number quotients and remainders. Illustrate division situations with rectangular arrays and area models. Write an equation to represent a division situation.Understanding:Students understand that: Division expressions represent The number of objects in each group when the total number is partitioned evenly into a given number of groups. The number of groups when the total number is partitioned into groups that each contain a given number.Diverse Learning Needs: Essential Skills:Learning Objectives: M.4.12.1: Define fraction, numerator and denominator. M.4.12.2: Recognize fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts. M.4.12.3: Identify the parts of a fraction a/b as the quantity formed by a parts and size 1/b. M.4.12.4: Recognize fractions as numerals that may represent division problems. M.4.12.5: Label numerator, denominator, and fraction bar. M.4.12.6: Identify parts of a whole with two, three, or four equal parts. M.4.12.7: Recognize that equal shares of identical wholes need not have the same shape. M.4.12.8: Distinguish between equal and non-equal parts. Prior Knowledge Skills:Recognize fractions as lengths from zero to one. Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2…, and represent whole-number sums and differences within 100 on a number diagram. Identify a number line. Recognize whole numbers as lengths from zero to one. Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2…, and represent whole-number sums and differences within 100 on a number diagram. Identify a number line. Label the fractions on a pre-made number line diagram. Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2…, and represent whole-number sums and differences within 100 on a number diagram. Recognize a number line diagram with equally spaced points. Compare length using nonstandard units to determine which is longer.
Learning Objectives:

Students will find whole-number quotients and remainders by using strategies based on place value.

Students will discuss the relationship between multiplication and division.

Strategies, Preparations and Variations
 Phase: Before/Engage Activity: Number talks are short mathematical discussions between the student, teacher, and classmates about how to solve a carefully chosen mental math problem. The students share their mathematical reasoning as the teacher records their thinking visually on the board or chart paper. Lead the class in a mathematical discussion using a number talk.40 ÷ 416 ÷ 456 ÷ 4These mental math problems will allow students to build on multiples of ten and find easy ways to divide within the dividend. This will help direct the students' thinking to use the partial quotients division strategy using the relationship between multiplication and division. Allow the students to share their thinking and mathematical reasoning to solve the problems.Once students have had an opportunity to share their thinking using the number talk, allow students to answer the journal prompt to continue their mathematical reasoning on the relationship between multiplication and division. Assessment Strategies: Student discussions during the Number Talk and their responses on the journal prompt will be used as a formative assessment to identify if students can identify the relationship between multiplication and division and use it to find quotients of whole numbers. Advanced Preparation: Students should have basic knowledge of multiplication and division.Teachers should have access to a whiteboard or chart paper. Students will need math journals.For more information on number talks, check out the book Number Talks by Sherry Parrish. Variation Tips (optional): Notes or Recommendations (optional): 12. Use strategies based on place value, properties of operations, and/or the relationship between multiplication and division to find whole-number quotients and remainders with one-digit divisors and up to four-digit dividends. a. Illustrate and/or explain quotients using equations, rectangular arrays, and/or area models.  This activity can stand alone or be used with the following learning activities: Dividing Large Numbers Part II: School ConcertDividing Large Numbers Part III: Exit Pass
Keywords and Search Tags
 Keywords and Search Tags: division, multiplication, Number Talk, Sherry Parrish