# ALEX Learning Activity

## Dividing Large Numbers Part II: School Concert

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: 2523 Title: Dividing Large Numbers Part II: School Concert Digital Tool/Resource: School Concert Task Web Address – URL: https://docs.google.com/document/d/1JGzS76jBZXccLgrgZeA3JDcs8Hja_SCAE1Gg2hajqA8/edit?usp=sharing Overview: This activity can be used as an introduction to using the area model to divide large numbers. Students will complete a real-world division task that guides their thinking to use the area model.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 by using strategies based on place value and an area model.

Strategies, Preparations and Variations
 Phase: During/Explore/Explain Activity: Allow students to discuss the following question with a partner: How does knowing 5 x 5 help you to solve 75 ÷ 5? Explain. This question should start a conversation on the relationship between multiplication and division. Allow the students to discuss their mathematical reasoning with the class. In partners or small groups, students will complete the School Concert task. This real-world task can be used to introduce the area model for division. However, the area model does not have to be the only strategy used to solve this problem. Groups will most likely approach this problem using a variety of strategies. Circle the room and discuss why each group chose a certain strategy to solve the problem.Allow each group of students time to share and explain their reasoning with the class. This division task should guide your class in a conversation on division strategies and the relationship between multiplication and division. Assessment Strategies: Student recordings on the School Concert task sheet will be used as a formative assessment to make sure students whole-number quotients by using strategies based on place value. Advanced Preparation: Students should have basic knowledge of multiplication and division. Variation Tips (optional): Base ten blocks can be used for students that are struggling to break apart the dividend. 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 I: Number TalkDividing Large Numbers Part III: Exit Pass
Keywords and Search Tags
 Keywords and Search Tags: dividend, division, divisor, multiplication, quotient