• Lesson Plan
• Subject: Math
• Driving Question: What method do we use to estimate a quotient?
• Pedagogical Method: Inquiry-Based Learning
• Duration: 2-3 sessions
• Delivery Method: Synchronous

• ### Purpose:

Students will be able to estimate a quotient.

• ### Resources

 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
• ### Before you start

● Materials: laptops/tablets/Mobile phones/math notebook
Also find attached the necessary resources in the Files section.
• ### Objectives

Estimate a quotient.

Keywords: quotient, divisor, dividend, remainder, estimation

• ### Prior Knowledge

Students know how to perform long division.

• ### Warming Up (10 minutes)

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.

• ### Learning Activity 1 (15 minutes)

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:

• ### Learning Activity 2 (20 minutes)

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.

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?

• ### Learning Activity 3 (20 minutes)

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.

• ### Assessment (20 minutes)

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

• ### Wrap-Up (15 minutes)

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.