Lesson 1
Lesson 2
Lesson 3
Lesson 4
100
It is a group of related facts that use the same numbers (multiplication, division).
What is a fact family?
100
11
5 = ?
I can state how many in each group and any left over, using base-ten blocks.
What is
There are 2 in each group and 1 left over.
100
The number that is being divided.
What is dividend?
100
10, 200, 240, 600, 100000000, 60000000000000 all are this kind of number.
What is
multiples of 10?
200
A number sentence that contains an equals sign (=).
Ex)
4 X 3 = 12
What is an Equation?
200
It is the division model using base-ten blocks.
I can show this as an equation. 
What is
73 divided by 3 is 24R1.
200
It tells you how many groups in division.
What is divisor?
200
90 
3 = p <-> 30 X 3 = 90
We used this to solve for p in fact family.
What is related multiplication fact?
300
Ex) 56 
7 = p
p is the missing, unknown value.
What is the variable?
300
An airplane that can hold 84 passengers is separated into 4 sections. Each section holds the same number of passengers.
I can write and solve a division sentence (with a variable) to correctly describe the situation (answer).
What is
84
4 = x.
x = 21. Each section can hold 21 passengers.
300
It is the result of the division.
What is a quotient?
300
A middle school has 480 students. All of the students are going on a field trip. If 60 students can ride a bus, how many buses are needed?
What is 8 buses?
400
There are 18 dogs ready for new homes at the pet store. There are 6 cages with dogs in the store. If each cage has the same number of dogs.
We can write two equations to model this.
What is (any of two)
18 divided by 6 is 3
6 times 3 is 18
18 divided by 3 is 6
3 times 6 is 18.
400
9
4 = 2R1
I can come up with a word problem with this.
What is...
(Question) and 2 in each and 1 left over.
400
It is the number, or part left, after you divide. We use R to represent it.
What is a remainder?
400
The slowest team in a bicycle race traveled 200m in about 40 seconds. On average, how many meters did the team travel each second?
I can describe my strategy and solve.
What is...
It is 5m each second.
1) Fact family
2) Pattern in the number of zeros.
500
9 X c = 81
c=
We can write related division fact to find c.
What is
81 divided by 9 is 9.
500
In Ms. Skylar's class, 5 students share 45 color pencils evenly. I can interpret this at least 3 ways.
What is (any of the three)
If 5 students share 45 color pencils evenly, then each students get 9 color pencils.
If each students get 9 color pencils and there are 5 students, then there are 45 color pencils.
If 5 students get 9 color pencils per each person, then there are 45 color pencils.
If there are 45 color pencils and each student get 9 color pencils, then there are 5 students.
500
I can describe step-by-step how to divide
83 and 3.
What is..
divide the tens -> 3 times 2 is 6.
Then we subtract 8 and 6 = 2. -> Compare 2 < 3.
Bring down the ones (3)
Dividie the ones. (23 divided by 3)
Multiply, 3 times 7 is 21.
Subtract 23 and 21. Compare 2 < 3.
The quotient is 27 and the remainder is 2.
500
I can say the reason
the quotient (6 divided by 2) is equal to the quotient (600 divided by 200).
What is...
1) Solving with fact family
2) Pattern in the number of zeros.
3) 3 goes in 6 and 600
will be okay.