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Activity 1

Standards Alignment

Building On

Instructional Routines

MLR5 Co-Craft Questions

Materials

None

Activity Narrative

In this activity, students recall what they know about division from IM Grade 3. The context allows students to connect lived experiences to the math of the activity. By inviting students to consider treats that they enjoy in their homes or neighborhoods, they share experiences and foster connections that build community.

The first question gives students an opportunity to co-craft mathematical questions based on a situation before answering a question based on a division equation. Students divide a two-digit number by a one-digit divisor, as they did in IM Grade 3, in a way that makes sense to them. The Activity Synthesis highlights different representations students made and relates them to the situation. The terms dividend and divisor are re-introduced in this lesson to describe a number being divided into equal groups and a number by which another number (the dividend) is divided, respectively. Another term familiar to students is quotient, the result of a division expression.

This activity uses MLR5 Co-craft Questions. Advances: writing, reading, representing

Action and Expression: Develop Expression and Communication. Give students access to concrete manipulatives (connecting cubes, counters, or square tiles) and grid paper. Invite students to use these to act out or draw .
Supports accessibility for: Conceptual Processing, Attention

Launch

Groups of 2
“What are some of your favorite treats or snacks from home?”
30 seconds: quiet think time
1 minute: partner discussion

MLR 5: Co-craft Questions

Display the opening paragraph and the first question.
“Write a list of mathematical questions that could be asked about this situation.”
2 minutes: independent work time
2–3 minutes: partner discussion
Invite several students to share one question with the class. Record responses.
“How are these questions alike?” (The questions involve multiplying or dividing.) “How are they different?” (The questions can be answered using different operations.)
“Let’s look at the next question in the activity.”

Activity

3–4 minutes: quiet work time

Diego’s aunt buys paletas, which are ice pops, for a class party. At the local market, paletas come in different flavors. She buys the same number of paletas of each flavor.

image of 2 pink, 2 multi-colored, and 2 neapolitan ice pops.

What mathematical questions can we ask about this situation?
Here is an equation:

In the situation about the class party, what questions could the equation represent?
Find the answer to one of the questions you wrote. Explain or show your reasoning.

Activity Synthesis

Display two questions that students wrote for the equation .
“What does the 84 represent in both problems?” (The amount being divided into equal groups.)
“In mathematics, the number being divided is known as the dividend, and the number by which the dividend is divided is known as the divisor. The result of the division is known as the quotient.”
Invite students to share their strategies for the last question. Highlight strategies that show equal-size groups and reasoning that relates multiplication and division.

Activity 2

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

None

Activity Narrative

The purpose of this activity is for students to continue to use any representation or strategy to solve division problems with two- and three-digit dividends. They solve one problem that asks how many in each equal group and another that asks how many equal groups.

Launch

Groups of 2
Display images of snacks in the activity.
“Take a look at the images. What do you notice? What do you wonder?”
Share responses.
“Gulab jamuns are sweet treats that are popular in India, Pakistan, and their neighboring countries in South Asia.”
“Breadsticks that are covered with chocolate, strawberry cream, or other flavors are popular snacks in Japan, Taiwan, and other East Asian countries.”
Ask a student to read the first problem aloud.
“The problems in this activity involve treats that students enjoy from different places around the world.”

Activity

6–8 minutes: independent work time
2–3 minutes: partner discussion

Priya’s mom makes 85 gulab jamuns for the class to share. Priya gives 5 gulab jamuns to each student in the class.

How many students are in Priya’s class? Explain or show your reasoning.
Han’s uncle sends 108 chocolate-covered breadsticks for a snack. The students in Han's class are seated at 6 tables. Han plans to give the same number of breadsticks to each table.

How many breadsticks does each table get? Explain or show your reasoning.

Student Response

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Advancing Student Thinking

Activity Synthesis

“How are the questions in the two situations—gulab jamuns and breadsticks—alike?” (They involved division into equal groups.)
“How are they different?” (The first looks for the number of groups. The second looks for the size of a group.)
Invite students to share their response for the second problem.
“What is the same about each of these methods? What is different?”