Guided Math Lesson

Rebecca Hyman, Grade 4, 2019-2020

Focus Division

Standards 4.NBT.A.1 - Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the
place to its right. For example, recognize that 700/7=10 by applying concepts of place value and division.

4.NBT.B.6 - Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies
based on place value, properties of operations, and/or the relationship between multiplication and division. Illustrate and explain
the calculation by using equations, rectangular arrays, and/or area models.

4.OA.A.3 - Solve multistep word problems posed with whole numbers and having whole-number answers using the four
operations, including problems in which remainders must be interpreted. Represent these problems using equations with a
letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation
strategies including rounding.

Differentiation Rationale Guided Math Task Assessment

Group 1 Students have met standards, but need to develop consistent precision 1. Left Overs Guided Math Task Board
Novice and accuracy in computations. Repeated practice will help students 2. Roll a Remainder
retain strategies and master standards. Students need to develop a
Adrian D. & Melina & deeper understanding of remainders when using the division operation.
Desmond Engaging in partner math talk will allow students to reinforce
Milla & Hyojo understanding and monitor for sense.
Laura & Jillian

Group 2 This group consists of students consistently meeting grade level. 1. Roll a Remainder Guided Math Task Board
Intermediate Students are ready to show their thinking in more than one way. By 2. Remainder Race
demonstrating their thinking in more than one way, students will improve
Sep & Pela their precision and accuracy, raising their achievement level.
Henry & Reina
Ben & Kenneth
Sophia C. & Adrian S.
 Group 3 Students have mastered standards. Students are ready to deepen 1. Division Dash? Guided Math Task Board
Proficient connection between multiplication and division. Students will engage in 2. Does it Divide?
inquiry work as they study the relationship between parts of a division
Sophia N. & Erdina problem, and the rules of divisibility.
Nikhil & Max

Teacher Meeting Students consistently master content with 1-2 opportunities for exposure 3 Act Task: Guided Math Task Board
Advanced and independent practice with new math content. Students are ready to https://gfletchy.com/array
engage in inquiry work and attend to mathematical practices. Engaging bow-of-colors/ Mathematical Practices
Sylvan in peer-to-peer math talk will help them reason about estimations, -Student choice
Luca & Atticus elaborate and deepen ideas about multiplication and division, and Day 1:
Conor & Matthew determine connections between findings and associative property of ● Act 1 https://rebeccahyman.weebly.com
multiplication. ● "Array"bow /mathematical-practices.html
Recording Sheet
● Determine goal Guiding questions:
for mathematical ● How can we inquire
practice
about this new
Day 2
● Act 2
information to help us
● Act 3 decide what is
● Mathematical known/unknown
Practices ● What role do variables
Checklist play?
● Let’s reflect on our
-Develop connections estimations… were they
across strategies/models
reasonable?
-Use academic and
● How might you model
content specific your thinking? (graph
vocabulary paper, popsicle sticks,
ones/tens)
-Reveal associative ● What algorithm might
property of multiplication you use to solve? Why?
● How does this connect
to what we know about
 multiplication and
division?
○ Associative
property of
multiplication
● Is this always true?
How do you know?

Station Partnership Task Expectations

Options

Table 1 Nikhil & Max 1. Division Dash In math notebook:

Sophia N. & Erdina 2. Does it Divide? ● Solve using at least 2 algorithms
● Show at least two visual models to represent your mathematical thinking

Table 2 Adrian D. & 1. Left Overs In math notebook:

Melina & 2. Roll a Remainder ● Solve using at least 1 algorithm
Desmond ● Use at least one visual model to represent your mathematical thinking

Table 3 Laura & Jillian

Table 4 Milla & Hyojo

Table 5 Sep & Pela 1. Roll a Remainder In math notebook:

Henry & Reina 2. Remainder Race ● Solve using at least 2 algorithms
● Use at least one visual model to represent your mathematical thinking
Table 6 Ben & Kenneth
Sophia C. &
Adrian S.

Carpet Sylvan & Guided Math Inquiry: ● Apply understanding of multiplication and division to make reasonable estimations
Sophia N. “Array”bow of Colors ● Consider properties of multiplication in real-life context
Luca & Atticus
 Conor &
Matthew

Purpose of each task option:

● Division Dash
○ Consider ways to break apart the dividend to make it a friendlier number to divide with.
● Does it Divide?
○ Inquire about and practice rules for divisibility
● Left Overs
○ Apply place value understanding when dividing two and three digit dividends by a divisor of ten to find a quotient with or without a
remainder.
● Roll a Remainder
○ Inquire about the relationship between the dividend, divisor, and the remainder. Strengthen understanding between multiplication
and division.
● Remainder Race
○ Apply understanding of remainders when dividing two-digit dividends by one-digit divisors.

Closing Questions:
● Share take-away with partner, partner pushes speaker to elaborate (link to reading workshop)
● How are you hoping to extend your learning? (goal setting)