Name of Task: 

(with link to the task)

George’s Division Strategy

Skills:

What skills does student need in order to complete this task?

Students need the foundation of place value and using the division algorithm. 

What are the O.M.Gs?

Obstacles?

Misconceptions?

Gaps in student learning?

Obstacles:

-Analyzing student work

-Seeing division horizontal instead of vertical

-Place value

Misconceptions:

-Strategy is correct

-Value of the place value is not important

Gaps in student learning:

-The value of a number changes place upon where it is located

-Understanding what to do when you have a remainder

Vertical Alignment:

What skills do students already know?

What skills do they need to know for the next grade?

4th grade: Find whole-number quotients and remainders with up to three-digit dividends and one-digit divisors with place value understanding using rectangular arrays, area models, repeated subtraction, partial quotients, properties of operations, and/or the relationship between multiplication and division. (NC.4.NBT.6)

NC.5.NBT.6 Find quotients with remainders when dividing whole numbers with up to four-digit dividends and two-digit divisors using rectangular arrays, area models, repeated

subtraction, partial quotients, and/or the relationship between multiplication and division.

Use models to make connections and develop the algorithm.

North Carolina 6th grade: Fluently divides using long division with a minimum of a four-digit dividend and interprets the quotient and remainder in context. (NC.6.NS.2)

Vocabulary:

What vocabulary do students need to know in order to be able to complete this task?

Is there any pre-teaching that needs to be taught?

No vocabulary will be taught to this task

Possible vocabulary words that may be helpful for students to solve this task : 

Remainder

Questions:

What guiding questions can I help the different abilities in my classroom?

I’m Stuck

I’m Finished