Relating Divison and Subtraction

Congruency table

New York State Alignment

NYS Standards P-12 Common Core learning Standards for Mathematics (p.27)
Grade: Fourth
Domain: Number & Operations in base 10 (4.NBT)
Cluster: Use place value understanding and properties of operation to perform multi-digit arithmetic.
Standard 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

Instructional Task	Learning Objectives	Student Work	Assessment Tools
Students use modeling in the front of the room, and arrays to complete division problems. Student work with the person next to them during guided practice. Students work independently during independent work and homework.	The students demonstrate how to group themselves into a division problem. Students use their previous knowledge of subtraction to help figure out how division relates to subtraction. Students apply the skills learned to complete independent problems and homework.	Students help the teacher complete the anticipatory set; to help demonstrate how as a class, students can divide 16 pencils equally to four students, and how using 15 pencils and 5 students. As a class, we use area models to help us with the problems on the worksheet. Independent practice and homework is collected from students to see how well they understood the lesson. Student work is seen in Appendix D1-G4, pages 23-37	Diagnostic Assessment: Am I Ready worksheet is used to assess the whole class on what they know about arrays, number sentences, and patterns. Added to all worksheets are two questions: 1. What does quotient mean? 2. What does product mean? (AppendixD1-D3 p.23-25 )
The students formative assessment is using the counters to go over problems as a group and independently. During the formative assessment as whole students and the teacher go over problems on the worksheet. (Appendix E1, E2, G1, G2, F1, F2, pages 26, 27,30, 31, 34, 35.)
Summative assessment: Students complete the independent practice. While students complete the problems, the teacher walks around the room to help and look to see where students are struggling, or look, to see the students that understand and have mastered the lesson. Student work was scored by the Teacher Rubric. (Appendix E3, E4, F3, F4, G3,G4 pages, 28, 29, 32, 33, 36, 37)

Instructional Task

Learning Objectives

Student Work

Assessment Tools

Students use modeling in the front of the room, and arrays to complete division problems.
Student work with the person next to them during guided practice.

Students work independently during independent work and homework.

The students demonstrate how to group themselves into a division problem. Students use their previous knowledge of subtraction to help figure out how division relates to subtraction. Students apply the skills learned to complete independent problems and homework.

Students help the teacher complete the anticipatory set; to help demonstrate how as a class, students can divide 16 pencils equally to four students, and how using 15 pencils and 5 students.
As a class, we use area models to help us with the problems on the worksheet.

Independent practice and homework is collected from students to see how well they understood the lesson. Student work is seen in Appendix D1-G4, pages 23-37

Diagnostic Assessment:
Am I Ready worksheet is used to assess the whole class on what they know about arrays, number sentences, and patterns. Added to all worksheets are two questions: 1. What does quotient mean? 2. What does product mean? (AppendixD1-D3 p.23-25 )

The students formative assessment is using the counters to go over problems as a group and independently. During the formative assessment as whole students and the teacher go over problems on the worksheet.

(Appendix E1, E2, G1, G2, F1, F2, pages 26, 27,30, 31, 34, 35.)

Summative assessment: Students complete the independent practice. While students complete the problems, the teacher walks around the room to help and look to see where students are struggling, or look, to see the students that understand and have mastered the lesson. Student work was scored by the Teacher Rubric.

(Appendix E3, E4, F3, F4, G3,G4 pages, 28, 29, 32, 33, 36, 37)