Lesson 4.

4 E Represent the quotient of up to a four-digit number using arrays, area models or

Standard equations
Lesson Students will be able to divide whole numbers with remainders by using standard
Objective algorithm, equal groups or arrays
Introduction Teacher says “This weekend I made 24 cookies to share with 5 of my friends. I want to
to New make sure each friend gets the same number of cookies, so I need to divide those cookies
Material up into 5 groups, one group for each of my friends.
(Teacher draws array on notebook and projects on the board for students to see)

Teacher says “I see that when I split the cookies amongst my friends, most of them get 5
cookies, but one of my friends will only get 4 cookies. I don’t feel like that is fair to my
friend, so I am going to make sure they all get an equal number.”
(Teacher changes drawing to represent this)
 Teacher says “I see that each friend now gets 4 cookies. That only equals 20 cookies. Since
I made 24, I know that I will have 4 cookies left over. What I found is my remaining
number of cookies. Sometimes when we divide, our numbers do not create equal groups
and we might have a number left over. This is called our remainder. Today, we are going to
build onto the division we have been practicing, but we are going to start experience
division problems with remainders, or numbers left over that do not fit equally into a
group.”

Teacher says “We have been practicing a variety of methods to solve division problems. I
am going to show you a couple of examples using our strategies to divide and identify
remainders.”
(Teacher shows following 3 problems for students on projector)

Guided Students will be provided with the opportunity to work with partners to complete the
Practice following problems.
(Teacher circulates and provides feedback)
35 ÷ 6
49 ÷ 5
94 ÷ 3
Exemplar student response
5r5
9r4
31 r 1
 After reviewing the answers as a class. Teacher will provide the students one more
question as a check for understanding.
(Teacher circulates for progress monitoring and make notes on clipboards to guide small
groups)
46 ÷ 8
Exemplar student response
5r6

*Based on data from progress monitoring, teacher will move to math small groups or
reteach whole group. Teacher is looking for 70% mastery.

Independent Students will complete independent practice that is leveled, so it is rigorous for each
Practice student. Independent practice is to be completed during math stations.

Group 1 (practicing division into equal groups with no remainders)

Group 2 and 3 (practicing division with remainders)

 Group 4 (extension practicing dividing 3 digit numbers with remainders)

Exit Ticket At the conclusion of math stations, students will complete a two question exit ticket to
demonstrate mastery of the objective.