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.