Lesson plan

11. Relating dividend, divisor, and quotient to a division problem (C)

teaches Common Core State Standards CCSS.Math.Content.5.NBT.B.6 http://corestandards.org/Math/Content/5/NBT/B/6
teaches Common Core State Standards CCSS.Math.Practice.MP1 http://corestandards.org/Math/Practice/MP1
teaches Common Core State Standards CCSS.Math.Practice.MP8 http://corestandards.org/Math/Practice/MP8

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Lesson objective: Understand that the dividend, divisor, and quotient can be applied to an area model.

Students bring prior knowledge of area models as a useful way to solve multiplication problems (4.NBT.B.5), and that when multiplying, factors go on the side and top of the area model and the product goes inside the box (4.NBT.B.5). This prior knowledge is extended to division as students relate the components of a division equation to parts of an area model. A conceptual challenge students may encounter is the idea that division can be thought of as multiplication with a missing factor.

The concept is developed through work with an area model, which directly supports and extends students' understanding of multiplication and division. 

This work helps students deepen their understanding of operations because relating the dividend, divisor, and quotient to an area model cements the inverse relationship between multiplication and division.

Students engage in Mathematical Practice 1 (make sense of problems and persevere in solving them) as they apply context to an area model and division equation by crafting their own story problems.

Key vocabulary:

  • area model
  • dividend
  • divisor
  • quotient