Wake County Public School System, 2013

Mathematics Alignment Lesson

Grade 4 Quarter 1 Day 43
Common Core State Standard(s)

4.NBT.6 Find whole-number quotients and
remainders with up to four-digit dividends and
one-digit divisors, using strategies based on
place value, the 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.



Vocabulary
Dividend: The number that is divided in a division problem.
Divisor: The number that divides the dividend in a division problem.
Quotient: The result of the division in a division problem.
Flat: A base ten block that represents a hundred.
Rod: A base ten block that represents ten.
Unit: A base ten block that represents one.
Materials Needed:

Teacher Guide, Making Sense of
Models of Division
Transparency/Blackline Master,
Models of Division Practice
Blackline Master, Models of
Division Extra Practice
Base Ten blocks pre-bagged for students
(3 flats, 35 rods, and 35 units per student
pair)

Alignment Lesson
Models of Division

Prior to Lesson: Prepare bags of base ten blocks (see
Materials).

1. Introduce students to base ten models of division using
the ideas and questions presented on Teacher Guide,
Making Sense of Models of Division.

2. Display Transparency/Blackline Master, Models of
Division Practice, and have students work in pairs to
represent and solve each problem using base ten blocks.
After modeling with the base ten blocks, students should
draw sketches of their base ten blocks representations for
each problem so they can better explain their thinking in
the class discussion.

3. Engage the class in Math Talk about their various
representations of the problems by inviting different
student pairs to come to the document camera or
overhead projector to share their work. Encourage
students to use correct vocabulary to explain their
thinking. Pose the following (or similar) questions as
appropriate during discussion:
How does this representation match the parts of
the division problem?
What multiplication sentence is also represented
by this model?

4. Use the remaining time for students to independently
practice, and engage the class in discussion of various
problems using Blackline Master, Models of Division
Extra Practice. Students should finish any remaining
problems for homework.
Homework
Blackline Master, Models of Division
Extra Practice
Assessment
Informal:
Student representation of problems using
base ten blocks
Student discussion during Math Talk

Standards for Mathematical Practice

Standard 4 - Model with mathematics.
Standard 6 - Attend to precision.
Standard 8 - Look for and express regularity
in repeated reasoning.



Source: Teacher Created from Math Expressions
Teacher Guide Grade 4 Day 43 Standard 4.NBT.6
Wake County Public School System, 2013

Making Sense of Models of Division

1. Distribute base ten blocks to pairs of students and ask student pairs to arrange their base ten blocks to
represent the problem 35 5. Circulate to check for understanding. Note that students may initially
try to use 3 rods and 5 units. They will have to ungroup the rods (trading 3 rods for 30 units) and use
the 35 units in order to divide 35 into 5 groups.

2. Once all pairs have 5 groups of 7 in front of them, ask students to write the inverse multiplication
sentence that their base ten blocks also represent (7 x 5 = 35).

3. Write the two number sentences on the board (35 5 = 7, 7 x 5 = 35), and engage students in
discussion using the following questions:
How are multiplication and division related? multiplication and division are inverse
operations; they undo each other or are opposites
What vocabulary do we use to explain the parts of a multiplication problem? product and
factors
How do these words connect to the division problem? the product is divided by a factor; the
answer is the other factor

4. Introduce division vocabulary to students by relating it to the parts of the multiplication problem.
The dividend is the number that is divided. (It is the product in multiplication.)
The divisor is the number that divides the dividend. (It is one of the factors in multiplication.)
It is the known factor in division.
The quotient is the result of the division. (It is the other factor in multiplication.) It is the
unknown factor in division.
The order of the factors in multiplication does not affect the result, because multiplication is
commutative. However, the order in a division problem is important.

5. Ask student pairs to arrange their base ten blocks to represent the problem 350 5. Circulate to
check for understanding. Note that students may initially try to use 3 flats and 5 rods. They will have
to ungroup the flats and use the rods in order to divide 350 into 5 groups. A sample student
explanation might be. I know I cannot distribute 3 flats into 5 equal groups without breaking them
apart, so Im going to break apart the 3 flats into 30 rods (student makes a trade 3 flats for 30 rods).
Since I had 5 rods, now I have 35 rods. I can evenly distribute all of those rods into 5 equal groups of
7. So, each group has 7 rods or 70.

6. Once all pairs have 5 groups of 70 in front of them, ask students to write the multiplication and
division sentences that their base ten blocks represent and to label the parts of each problem using the
correct vocabulary.
350 5 = 70 70 x 5 = 350
dividend divisor quotient factor factor product

7. Ask student pairs to come up with a real-world situation for the division equation. Once all pairs have
created their situations, invite enough pairs of students to share their situations with the class that
various problem types emerge (equal groups, arrays, area, etc). Challenge students to engage in active
listening and questioning in order to determine if each situation shared makes sense and gives a
context for division.

Transparency/Blackline Master Grade 4 Day 43 Standard 4.NBT.6
Wake County Public School System, 2013

Name: ______________________________
Date: _______________________________

Models of Division Practice

Directions: Use base ten blocks to represent and solve each problem. After you have created your model,
draw a sketch of your base ten blocks representation using the key below.











1. 85 5 = _____





2. 104 4 = _____





3. 135 5 = _____





4. 136 2 = _____





5. 147 7 = _____




6. 210 6 = _____





7. 184 4 = _____





8. 246 3 = _____





9. 279 9 = _____





10. 352 8 = _____





Base Ten Blocks Sketch Key


= ten = one
Answer Key Grade 4 Day 43 Standard 4.NBT.6
Wake County Public School System, 2013

Models of Division Practice
Answer Key
Note: Check students base ten block representations for each problem.


1. 85 5 = 17





2. 104 4 = 26





3. 135 5 = 27





4. 136 2 = 68





5. 147 7 = 21




6. 210 6 = 35





7. 184 4 = 46





8. 246 3 = 82





9. 279 9 = 31





10. 352 8 = 44



Blackline Master Grade 4 Day 43 Standard 4.NBT.6
Wake County Public School System, 2013

Name: _____________________________
Date: ______________________________

Models of Division Extra Practice

Directions: Draw a base ten blocks sketch to represent and solve each problem.











1. 243 9 = _____





2. 344 4 = _____





3. 469 7 = _____





4. 348 6 = _____





5. 196 2 = _____





6. 576 8 = _____





7. 195 3 = _____





8. 245 5 = _____





9. 148 4 = _____





10. 679 7 = _____







Base Ten Blocks Sketch Key


= ten = one
Answer Key Grade 4 Day 43 Standard 4.NBT.6
Wake County Public School System, 2013

Models of Division Extra Practice
Answer Key

Note: Check students base ten block representations for each problem. At this point, students should
be able to apply their work with the base ten blocks to a more abstract pictorial representation.

For example, in the first problem, a student may think, I know I cannot distribute 2 hundreds into 9
groups without breaking them apart, so Im going to break apart the 2 hundreds into 20 tens. Since I
had 4 tens, now I have 24 tens. I can evenly distribute 18 of those into 9 equal groups of 2. Then, Ill
break apart my 6 tens that are left into 60 ones. Since I had 3 ones, now I have 63 ones. I can evenly
distribute all of those ones into 9 equal groups of 7. So, each group has 2 tens, and 7 ones or 27.
Drawing the base ten blocks as they go can help students keep track.


1. 243 9 = 27





2. 344 4 = 86





3. 469 7 = 67





4. 348 6 = 58





5. 196 2 = 98








6. 576 8 = 72





7. 195 3 = 65





8. 245 5 = 49





9. 148 4 = 37





10. 679 7 = 97