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  • Lesson Plan
    • Subject: Math
    • Driving Question: What method do we use to estimate a quotient?
    • Pedagogical Method: Inquiry-Based Learning
    • Grade Level: 4
    • Duration: 2-3 sessions
    • Delivery Method: Messenger Applications
  • Students will be able to estimate a quotient.


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  • ● Materials: laptops/tablets/Mobile phones/math notebook

    Also find attached the necessary resources in the Files section.
  • Estimate a quotient

    Keywords: quotient, divisor, dividend, remainder, estimation


    •  Students know how to perform long division.

     


  • Activate students’ prior knowledge on division with a quotient of zero through the activity (Worksheet 1).

    Have students work asynchronously on the activity. Then, share their work on the designated platform. 


  • Share Video 1 with students on the concept of estimating a quotient. Before watching the video, have students fill in the first part of the visible thinking routine: “What I Know.” (Worksheet 2)

    To check for understanding, have students reflect on “What I Learned” after watching the video. You can also make the visible thinking routine on a Jamboard or Nearpod. Use the following link to guide you through creating and using a Jamboard:

     


  • Have students apply what they already learned about estimating a quotient through a hands-on activity. Assign this asynchronous task: Grab 21 items such as cubes, Legos, paper cuts, coloring pencils, etc.… Then, reflect on the following questions on your math notebook/paper: If you want to share the items equally with 2 of your family members, about how many items will each of them receive? Note: Don’t divide the items. Only estimate the items that will be received by your family members. Now, divide the items among 2 of your family members within your group. How many did each get? Take a picture of your work to upload and share on the designated platform. Was your estimation, right? To check for understanding (formative assessment), have the following questions displayed on a Jamboard/anchor chart so the students can reflect on the questions below. What are 3 ideas I learned? What are two things I am still curious about? What is 1 thing that I did not understand?
  • Have students work asynchronously on their math notebooks on the following activity (Worksheet 3) in order for them to explore how to estimate the quotient in a 3-digit number.

    To check for understanding (formative assessment), after students have selected the correct estimated number, have them reflect on the following to check for students’ enduring understanding. 

    Task: On your math notebook/paper, explain the steps of long division using the following terms: dividend, divisor, quotient and remainder. Take a picture and upload on the designated platform.


  • Send Test 1 on the designated platform and give students exactly 20 minutes to answer the questions and send back the results privately.


  • Have students work asynchronously to create a product on the following:

    • 1 idea they learned about estimation
    • 1 idea on how they use estimation in real-life

    Note: Students can utilize any tool (video, poster, song, visual, etc.)

    Once students are done, have them take a picture of their work and share it on the designated platform.

    Assign Worksheet 4 as homework