## Mr. Rodney

### Target 1​

###### Lesson Type:

New

Number Operation

:

Computation

Divide within 100.

###### 1:

Understand that dividing numbers makes numbers smaller.

###### 2:

Understand that division represents taking a quantity and determining how many equal groups of objects can be made.

###### 3:

Understand that division equations can be written both vertically and horizontally and division can be indicated using multiple symbols (i.e., ÷, ⟌).

4th

###### Vocabulary:

Quotient, Divisor, Dividend, Long Division

Activities:

Used blocks to represent a division problem and solve for its quotient.

• Were introduced to the process of long division, dividing 3 digit numbers by a single digit, without remainders.
• Practiced long division, identifying the main operational steps (divide, multiply, subtract, bring down) for each place value of the dividend.
• Came to the understanding that even though long division is a lengthy process, it allows one to solve more challenging problems easier by breaking it down into smaller, more manageable parts.    ### Home Exploration

###### Challenge Problem:

Solve the division problems given using long division. Remember to follow the step for each digit (divide, multiply, subtract, bring down) before moving on to the next.

1) 128/4
2) 275/5
3) 342/6
4) 378/2
5) 520/4

###### Guiding Questions:

Have a post-it or small sheet of paper to cover the digits in the dividend that we aren't working on just yet, so that we don't get overwhelmed by the large number.

• Go over each of the steps that needs to be followed and where the answer for each step goes when solving.
• In class, students were able to verbalize to the teacher what step was next, what the answer for that step was, and where it should be written, but were shaky when asked to complete a problem on their own.
• Please remember that this is a Level 4 skill and there is plenty of time still to master the skill. If your child seems hesitant, try starting with a larger 2-digit dividend divided by a divisor of 2 or 3, e.g., 86/2 or 96/3.

1) 32
2) 55
3) 57
4)189
5) 130 ## Absent Students:

### Target 2

:

###### Vocabulary:

Activities:    ### Home Exploration

###### Guiding Questions: ### Target 3

:

###### Vocabulary:

Activities:    ### Home Exploration 