Chapter 4 Divide by One digit Numbers

Chapter Vocabulary Division- splitting into equal parts or groups. Divisor- The number you divide by Dividend- The amount that you want to divide up. Remainder- The amount left over after division. Quotient- The answer after you divide one number by another

Let’s practice

Important to know Multiplication and Division are inverse operations. That means they are related and almost opposite When you multiply you build something up or INCREASE - 3x6=18 When you divide you break something down or DECREASE - 18÷3=6 Multiplication and Division are inverse operations. That means they are related and almost opposite When you multiply you build something up or INCREASE - 3x6=18 When you divide you break something down or DECREASE - 18÷3=6

Let’s explore

How does that help? If 18 is a multiple of 3 then in the problem 18÷3 I will have a quotient of 6. If 18 is a multiple of 3 then in the problem 18÷3 I will have a quotient of 6.

Let’s try another one. 27 ÷3= Think is your dividend the number you want to divide by a multiple of the divisor. Yes because 27 is the product of 3x9=27 So the quotient or answer will be ÷3= Think is your dividend the number you want to divide by a multiple of the divisor. Yes because 27 is the product of 3x9=27 So the quotient or answer will be 9.

Math 3 Reads Three Reads: reading the situation/problem three times, each time with a particular focus— comprehending the text, comprehending the mathematical structure of the situation, listing all possible mathematical questions.

“ We are going to work on a word problem today. We will read it three times. Each time I am going to ask you to answer a specific question. The first time you will have to listen carefully because I am going to read it out loud to you. You don’t have it in front of you.”

Steps 1. First Read (comprehending the text): “Listen carefully. What I would like you to listen for is: What is this situation is about? 2. Second Read (comprehending the mathematics): What I would like you to listen/read for is the important information in the situation. By that I mean the quantities (numbers and their units) and their relationships. 3. Third Read (listing all possible mathematical questions): “____ will read the situation for us one more time. This time I would like you to think about all the possible questions we could ask of this situation. 1. First Read (comprehending the text): “Listen carefully. What I would like you to listen for is: What is this situation is about? 2. Second Read (comprehending the mathematics): What I would like you to listen/read for is the important information in the situation. By that I mean the quantities (numbers and their units) and their relationships. 3. Third Read (listing all possible mathematical questions): “____ will read the situation for us one more time. This time I would like you to think about all the possible questions we could ask of this situation.

Math Talk Isabel is making bead necklaces. She wants to use twenty-three beads to make seven necklaces. She wants each necklace to have the same number of beads

Math Talk Isabel is making bead necklaces. She wants to use twenty-three beads to make seven necklaces. She wants each necklace to have the same number of beads. How many beads will she have left over? Isabel is making bead necklaces. She wants to use twenty-three beads to make seven necklaces. She wants each necklace to have the same number of beads. How many beads will she have left over?

SWBAT Use models to divide whole numbers that do not divide evenly.

Let’s review important terms Division Dividend Divisor Quotient Remainder

Let’s review Multiplication and Division are inverse operations. That means they are related and almost opposite When you multiply you build something up or INCREASE - 3x6=18 When you divide you break something down or DECREASE - 18÷3=6 Multiplication and Division are inverse operations. That means they are related and almost opposite When you multiply you build something up or INCREASE - 3x6=18 When you divide you break something down or DECREASE - 18÷3=6

Let’s review Multiplication and Division are inverse operations. That means they are related and almost opposite When you multiply you build something up or INCREASE - 3x6=18 When you divide you break something down or DECREASE - 18÷3=6 Multiplication and Division are inverse operations. That means they are related and almost opposite When you multiply you build something up or INCREASE - 3x6=18 When you divide you break something down or DECREASE - 18÷3=6

Let’s Review

Try it  The number is 4  List the first six multiples of the number 4  4,________,______,_______,_____,______,___________  The number is 4  List the first six multiples of the number 4  4,________,______,_______,_____,______,___________

Let’s try it! 24÷4= 20÷2= 32÷8= 24÷4= 20÷2= 32÷8=

Let’s try it! 24÷4= 6 20÷2= 10 32÷8= 4 24÷4= 6 20÷2= 10 32÷8= 4

Let’s study this picture

Remainder When a number cannot be divided evenly, the amount left over is called the remainder.

Task In your groups you will work with a set of counters and work out the following problems. 18÷5= 20÷3= 32÷4= 25÷6= In your groups you will work with a set of counters and work out the following problems. 18÷5= 20÷3= 32÷4= 25÷6= Could you tell which equation will have a remainder? How?

SWBAT Use models to divide whole numbers that do not divide evenly.

Math Talk Coach Ramirez is taking his soccer team to the championship game at Lakely Field. He needs to determine how many vans he will need to ensure that all players make it to the game. Each passenger van has room for 9 passengers. There are 31 soccer players in all.

Math Talk Coach Ramirez is taking his soccer team to the championship game at Lakely Field. He needs to determine how many vans he will need to ensure that all players make it to the game. Each passenger van has room for 9 passengers. There are 31 soccer players in all. How many passenger vans will Coach Ramirez need to make sure the team makes it to the championship game?

Interpret or Understand the Meaning When solving real-world problems, there are different ways to understand the quotient or answer to a division problem and the remainder depending on what the problem asks. For example look at this picture: I understand that each dog will receive 3 biscuits. I understand that there is one left over. What will I do with the biscuit that is left over?

Interpret the Remainder There are 4 ways to interpret the remainder 1.Write the remainder as a fraction. 2.Use only the quotient. 3.Add 1 to the quotient. 4.Use only the remainder. There are 4 ways to interpret the remainder 1.Write the remainder as a fraction. 2.Use only the quotient. 3.Add 1 to the quotient. 4.Use only the remainder.

Write the remainder as a fraction. Since it is possible to cut the remaining bone in half, Each pup gets 3 ½ bones I take my remainder and make it the numerator of my fraction. The denominator is my divisor.

Use only the quotient. If the problem is only asking for the answer to the problem regardless of what is left over you only use the quotient. There are 52 students in the fourth grade. Each van can hold 6 students. How many vans will be full?

Use only the remainder. If the math problem is asking for only the left over of the division problem. Callie has 60 stickers. She wants to give an equal number of stickers to 8 friends. She will give the left over stickers to her little sister. How many stickers will Callie give to her little sister? If the math problem is asking for only the left over of the division problem. Callie has 60 stickers. She wants to give an equal number of stickers to 8 friends. She will give the left over stickers to her little sister. How many stickers will Callie give to her little sister?

Add 1 to the quotient. When the problem is asking how many groups I will need to fit or get all of my dividend I will add 1 to the quotient. Callie has 60 beads. She wants to put 8 beads in each container. How many containers will she need? When the problem is asking how many groups I will need to fit or get all of my dividend I will add 1 to the quotient. Callie has 60 beads. She wants to put 8 beads in each container. How many containers will she need?

SWBAT Interpret or understand how to use the remainder in a division problem.

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