#### MAT-04.NBT.06

 MAT-04 Targeted Standards(NBT) Domain: Number and Operations in Base TenCluster: 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:

### 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..

## 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

### Vocabulary

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