AUGUSTA COUNTY SCHOOLS

CURRICULUM MAP

Submitted By CLES

CONTENT: 4.4 c) The student will divide whole numbers, finding quotients with and without remainders.
TOPIC: Force, Motion, and Energy
CONTENT
What do your students need to KNOW? / DEMONSTRATORS
What do your students need to be able to DO? / ASSESSMENT
How will you assess what your students ALREADY KNOW, and assess WHAT THEY’VE LEARNED? / ACTIVITIES
HOW will you teach it?
All students will know:
  • Develop and use strategies to estimate whole number sums and differences and to judge the reasonableness of such results.
  • Understand that addition and subtraction are inverse operations.
  • Understand that division is the operation of making equal groups or equal shares.
  • Understand that multiplication and division are inverse operations.
  • Understand various representations of division and the terms used in division are dividend, divisor, and quotient.
  • Understand how to solve single-step and multistep problems using whole number operations.
/ Students will:
  • Estimate whole numbersums, differences, products, and quotients.
  • Refine estimates by adjusting the final amount, using terms such as closer to, between, and a little more than.
  • Determine the sum or difference of two whole numbers, each 999,999 or less.
  • Estimate and find the products of two whole numbers.
  • Estimate and find the quotient of two whole numbers.
  • Solve single-step and multistep problems using whole number operations.
  • Verify the reasonableness of sums, differences, products, and quotients of whole numbers using estimation.
/
  • Daily Math Review used as a pre-assessment of student knowledge. (Template located in Augusta County Pacing Guide)
  • Classwork (worksheets)
Division Worksheets
Division Worksheets 2
Division Worksheets 3
Division Drills
  • Quizzes
  • Tests
  • Released SOL Test Questions
  • Flannigan
  • IXL Math
  • Grade 4 SOLely Virginia
/
  • Separating/dividing manipulatives
  • Drawing pictures
  • Use of multiplication chart
  • Harcourt Textbook Activities:
Lesson 13.2 pages 280-281 Modeling Division
Lesson 13.3 pages 282 - 285 Division Procedures
Lesson 13.4 pages 286 - 287 Problem Solving
Lesson 14.1 pages 296-297 Estimating -- See Standards for estimation explanation
Lesson 14.2 pages 298-299 Placing the digit
Lesson 14.3 pages 300-301 Divide 3-digit numbers
Lesson 14.4 pages 302-305 Zeros in the division
DIFFERENTIATION
How will you meet the needs of all students? / RESOURCES / TEACHER NOTES:
  • Problems given will be appropriate to student’s academic level.
  • Students will have access to a multiplication chart.
  • Enrichment – Mentoring Mathematical Minds (see differentiation specialist)
/
  • Harcourt Textbook:
Lesson 13.2 pages 280-281 Modeling Division
Lesson 13.3 pages 282 - 285 Division Procedures
Lesson 13.4 pages 286 - 287 Problem Solving
Lesson 14.1 pages 296-297 Estimating -- See Standards for estimation explanation
Lesson 14.2 pages 298-299 Placing the digit
Lesson 14.3 pages 300-301 Divide 3-digit numbers
Lesson 14.4 pages 302-305 Zeros in the division
  • Teaching Student Centered Mathematics 3-5:
    Chapters 2, 3, 4 and 10
  • VDOE Lesson Plan Materials
VDOE Lesson Plan Materials
  • Augusta County Pacing Guide
  • Rockingham County Public Schools Lesson Plan Materials
Rockingham County Lesson Plans / See the Augusta County Math Pacing Guide for links to worksheets, review resources, and sample assessment questions.