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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: Synchronous

  • Students will be able to estimate a quotient.


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    Answer Key 1 Answer Key 1 Answer Key 2 Answer Key 2 Test 1 Test 1 Worksheet 1 Worksheet 1 Worksheet 2


    Worksheet 2 Worksheet 3 Worksheet 3 Worksheet 4 Worksheet 4 Video 1
  • ● 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 in groups (such as in Breakout Rooms) on the activity.

  • Share Video 1 with students on the concept of estimating a quotient on the platform. 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, have them reflect in groups on the following questions:

    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 that you can try to elicit answers and thoughts on the following questions. 

    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 independently 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 in groups 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.