MAT-04.NBT.06

MAT-04 Targeted Standards
(NBT) Domain: Number and Operations in Base Ten
Cluster: Use place value understanding and properties of operations to perform multi­digit arithmetic.

MAT-04.NBT.06 (Dividing whole numbers) 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.

Student Learning Targets:

Knowledge Targets

Reasoning Targets

  • I can understand the relationship between multiplication and division.
  • I can understand the connection between place value (base ten) and area models when dividing.

Skills (Performance) Targets

  • I can divide a four-digit number by a one-digit number with and without remainders.
  • I can show and explain my work using equations, rectangular arrays, an area models.
  • I can divide numbers within 100 by one-digit numbers (known dividends/divisors 64 ÷ 8).
  • I can divide three-digit numbers by a one-digit number with and without remainders..

Product Targets

 

Rubric / Proficiency Scale

Score   Description Sample Activity
4.0

Student is able to find whole number quotients and remainders with up to four-digit dividends and two-digit divisors using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division.

and

Student is able to illustrate and explain the calculations by using equations, rectangular arrays, and/or area models.

I can divide four-digit numbers by two-digit numbers with and without remainders.

I can show and explain my work using equations, arrays, and area models.

Problems such as

8172 ÷ 34
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

Student is able to 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.

and

Student is able to illustrate and explain the calculations by using equations, rectangular arrays, and/or area models.

I can divide four-digit numbers by one-digit numbers with and without remainders.

I can show and explain my work using equations, arrays, and area models.

Problems such as

3172 ÷ 6
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

Student is able to find whole number quotients and remainders with up to three-digit dividends and one-digit divisors using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division.

and

Student is able to illustrate and explain the calculations by using equations, rectangular arrays, and/or area models.

I can divide three-digit numbers by one-digit numbers with and without remainders.

I can show and explain my work using equations, arrays, and area models.

Problems such as

172 ÷ 5
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0

Student is able to fluently divide within 100 without remainders using strategies such as the relationships between multiplication and division or the properties of operations,

I can divide numbers within 100.

I can show my work using representations such as arrays, equations, and groups of.

Problems such as

27 ÷ 9; 56 ÷ 8; etc.

  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • equation
  • strategies
  • properties - rules about how numbers work
  • rectangular arrays
  • area model
  • divide
  • quotient
  • divisor
  • dividend
  • remainder

 

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