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Essential Question (EQ): How can you use compatible numbers to estimate

Date(s): October 6th, 2015


quotients?
Opening (Engage):
Pair/Share HOT Questions:
1. Students will write down the essential question in their math notebooks:
Explain how you
How can compatible numbers be used to estimate quotients?
know your answer is
2. Review important vocabulary in EQ (compatible numbers, estimate,
reasonable.
quotients)
Explain how
Compatible numbers: numbers that are close in value to the actual
estimating the
numbers and easy to divide.
quotient helps you
Estimate: A close guess of the actual value using rough
both in the beginning
calculations
and the end of a
division problem.
Quotients: Answer to a division problem
3. Show problem:

4. Have students read through problem and try to solve on their own.
Teacher will circulate and make anecdotal notes about what the students
are doing to solve. (Find examples to show)
5. Ask for student examples (choose about 3-one with close numbers (300
divided by 5) and one with farther away numbers (350 divided by 5) to
examine whether its reasonable) to share their work and have other
students explain what they did.
Explain how you know your answer is reasonable.
Explain how estimating the quotient helps you both in the
beginning and the end of a division problem.
Suppose we divided 315 by 5 to find the exact quotient (63). Will
the exact quotient be more than or less than our estimate? Why?

Informal Formative Assessment:

Observations and Anecdotal Notes


*Building Understanding (Whole Group Exploration-Core):
1. Show the next problem:

2. Work through the problem as a class. Have students choose the


compatible numbers to utilize by using a think box.
600 divided by 20 (3x2=6, 30x2=60, 30x20=600)
800 divided by 20 (4x2=8, 40x2=80, 40x20=800)

Pair/Share HOT Questions:


Explain how you know your
answer is reasonable.

3. Have a student write on the board what they did and have another student
explain what they did. Discuss looking at the pattern of numbers to find
the estimate and refer back to think box for connection.
How do the basic fact patterns help us to estimate with
compatible numbers?
4. Ask, Given Trinitys situation, which estimation do you think is more
reasonable? Why?
5. Ask, Would it be more reasonable to use an estimate or exact answer for
this situation? Why?
6. Show the next problem:

7. Have students use compatible numbers to solve with their table teams.
Depending on what I observe, have student share compatible numbers
they used and explain why they chose those numbers. Work out two
problems on board and discuss which would be more reasonable.
Explain how you know your answer is reasonable.
Checkpoint (Informal Formative Assessment):
Observations, Anecdotal Notes, and Student Math Journals

Independent /Small Group Practice (Differentiation):


Have students tear out page
Once finished, students
81-82.
will find a new buddy to
Students will work on page
work on all of page 82.
81, questions 19-23 with
their table teams.

Lesson Closure
Have students answer the
EQ in their notebooks:
How can compatible
numbers be used to estimate
quotients?

Additional Components:

Evidence of Learning (The students will be able to)


The students will be able to use compatible numbers to estimate quotients and choose the most reasonable
estimate.
Checkpoint (Formative Assessment)
Observations, Anecdotal Notes, Student Math Journals, Discussions

Math Concept Planning


8:15-8:16
8:11-8:14

1 minutes
3 minutes

8:14-8:17

3 minutes

8:17-8:19

1-2 minutes

8:19-8:29

10 minutes

8:29-8:37

8 minutes

Students will copy down the Essential Question into their notebooks.
I will explain vocabulary from EQ (Compatible numbers, estimate, and quotients)
I will highlight this important vocabulary.
o Compatible numbers: numbers that are close in value to the actual
numbers and easy to divide.
o Estimate: A close guess/approximation of the actual value using
rough calculations
o Quotients: Answer to a division problem
Put problem up on board and have students work independently to estimate the
quotient.
Teacher will circulate and make anecdotal notes about what the students are doing
to estimate (Find 3 examples of students possibly using different numbers or find
misconceptions)
Countdowns to have students come back together and share their work with the
class and have other students explain their thinking.
Have discussion about estimating and finding the most reasonable estimate (one
that is closest to actual numbers/quotient
o Explain how you know your answer is reasonable.
o Explain how estimating the quotient helps you both in the beginning
and the end of a division problem.
o Suppose we divided 315 by 5 to find the exact quotient (63). Will the
exact quotient be more than or less than our estimate? Why?
Show next problem and create think box.
Ask students what we should do first? (Round the 18 to the 20-Remind students
that we have to round the divisor because we are estimated and it is just an
approximation).
Have students choose compatible numbers to put in think box:

600 divided by 20 (3x2=6, 30x2=60, 30x20=600)


800 divided by 20 (4x2=8, 40x2=80, 40x20=800)

Have students explain the pattern made in the think box and how it relates to our
answer.

8:37-8:39

2 minutes

How do basic fact patterns help us to estimate with compatible numbers?

Given Trinitys situation, which estimation do you think is more


reasonable? Why?
Would it be more reasonable to use an estimate or exact answer for this
situation? Why?
Show students next problem if time and have students estimate with their table
teams. Have a student share the compatible numbers they used and have another
students share why they choose those compatible numbers
6,300 divided by 90 (70) and 5,400 divided by 90 (60)
Explain how you know your answer is reasonable.

8:39-8:44

5 minutes
Have students turn to page 81 and 82 in their math workbooks and tear it out.
Students will work on questions 19-23 with table teams.
Teacher will circulate as the tables work and observe student work and
conversations, ask questions as needed, and help clear up any misconceptions.

8:44-8:49

5 minutes
Once finished, students will find a new buddy to work with on all of page 82.
Teacher will circulate as the students work and help out students as needed.

8:49-8:57

8 minutes
Bring students back together and have students answer essential question on
index card with self-reflection (score 1-4 on how well they did and why and any
further questions they have)