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71 vizualizări4 paginiQuotients

Oct 13, 2015

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Quotients

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71 vizualizări

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Quotients

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quotients?

Opening (Engage):

Pair/Share HOT Questions:

1. Students will write down the essential question in their math notebooks:

Explain how you

How can compatible numbers be used to estimate quotients?

know your answer is

2. Review important vocabulary in EQ (compatible numbers, estimate,

reasonable.

quotients)

Explain how

Compatible numbers: numbers that are close in value to the actual

estimating the

numbers and easy to divide.

quotient helps you

Estimate: A close guess of the actual value using rough

both in the beginning

calculations

and the end of a

division problem.

Quotients: Answer to a division problem

3. Show problem:

4. Have students read through problem and try to solve on their own.

Teacher will circulate and make anecdotal notes about what the students

are doing to solve. (Find examples to show)

5. Ask for student examples (choose about 3-one with close numbers (300

divided by 5) and one with farther away numbers (350 divided by 5) to

examine whether its reasonable) to share their work and have other

students explain what they did.

Explain how you know your answer is reasonable.

Explain how estimating the quotient helps you both in the

beginning and the end of a division problem.

Suppose we divided 315 by 5 to find the exact quotient (63). Will

the exact quotient be more than or less than our estimate? Why?

*Building Understanding (Whole Group Exploration-Core):

1. Show the next problem:

compatible numbers to utilize by using a think box.

600 divided by 20 (3x2=6, 30x2=60, 30x20=600)

800 divided by 20 (4x2=8, 40x2=80, 40x20=800)

Explain how you know your

answer is reasonable.

3. Have a student write on the board what they did and have another student

explain what they did. Discuss looking at the pattern of numbers to find

the estimate and refer back to think box for connection.

How do the basic fact patterns help us to estimate with

compatible numbers?

4. Ask, Given Trinitys situation, which estimation do you think is more

reasonable? Why?

5. Ask, Would it be more reasonable to use an estimate or exact answer for

this situation? Why?

6. Show the next problem:

7. Have students use compatible numbers to solve with their table teams.

Depending on what I observe, have student share compatible numbers

they used and explain why they chose those numbers. Work out two

problems on board and discuss which would be more reasonable.

Explain how you know your answer is reasonable.

Checkpoint (Informal Formative Assessment):

Observations, Anecdotal Notes, and Student Math Journals

Have students tear out page

Once finished, students

81-82.

will find a new buddy to

Students will work on page

work on all of page 82.

81, questions 19-23 with

their table teams.

Lesson Closure

Have students answer the

EQ in their notebooks:

How can compatible

numbers be used to estimate

quotients?

Additional Components:

The students will be able to use compatible numbers to estimate quotients and choose the most reasonable

estimate.

Checkpoint (Formative Assessment)

Observations, Anecdotal Notes, Student Math Journals, Discussions

8:15-8:16

8:11-8:14

1 minutes

3 minutes

8:14-8:17

3 minutes

8:17-8:19

1-2 minutes

8:19-8:29

10 minutes

8:29-8:37

8 minutes

Students will copy down the Essential Question into their notebooks.

I will explain vocabulary from EQ (Compatible numbers, estimate, and quotients)

I will highlight this important vocabulary.

o Compatible numbers: numbers that are close in value to the actual

numbers and easy to divide.

o Estimate: A close guess/approximation of the actual value using

rough calculations

o Quotients: Answer to a division problem

Put problem up on board and have students work independently to estimate the

quotient.

Teacher will circulate and make anecdotal notes about what the students are doing

to estimate (Find 3 examples of students possibly using different numbers or find

misconceptions)

Countdowns to have students come back together and share their work with the

class and have other students explain their thinking.

Have discussion about estimating and finding the most reasonable estimate (one

that is closest to actual numbers/quotient

o Explain how you know your answer is reasonable.

o Explain how estimating the quotient helps you both in the beginning

and the end of a division problem.

o Suppose we divided 315 by 5 to find the exact quotient (63). Will the

exact quotient be more than or less than our estimate? Why?

Show next problem and create think box.

Ask students what we should do first? (Round the 18 to the 20-Remind students

that we have to round the divisor because we are estimated and it is just an

approximation).

Have students choose compatible numbers to put in think box:

800 divided by 20 (4x2=8, 40x2=80, 40x20=800)

Have students explain the pattern made in the think box and how it relates to our

answer.

8:37-8:39

2 minutes

reasonable? Why?

Would it be more reasonable to use an estimate or exact answer for this

situation? Why?

Show students next problem if time and have students estimate with their table

teams. Have a student share the compatible numbers they used and have another

students share why they choose those compatible numbers

6,300 divided by 90 (70) and 5,400 divided by 90 (60)

Explain how you know your answer is reasonable.

8:39-8:44

5 minutes

Have students turn to page 81 and 82 in their math workbooks and tear it out.

Students will work on questions 19-23 with table teams.

Teacher will circulate as the tables work and observe student work and

conversations, ask questions as needed, and help clear up any misconceptions.

8:44-8:49

5 minutes

Once finished, students will find a new buddy to work with on all of page 82.

Teacher will circulate as the students work and help out students as needed.

8:49-8:57

8 minutes

Bring students back together and have students answer essential question on

index card with self-reflection (score 1-4 on how well they did and why and any

further questions they have)

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