Maryland Math 4.NOS.B.6

4.NOS.B.6 is a cluster heading. These are the individual standards under it.

• 4.NOS.B.6.a

  Apply estimation strategies to estimate quotients.

• 4.NOS.B.6.b

  Use strategies based on place value (e.g., partial quotients) to divide.

• 4.NOS.B.6.c

  Use properties of operations and/or the inverse relationship between multiplication and division to divide.

• 4.NOS.B.6.d

  Represent and explain the computation by connecting rectangular arrays, area models, and/or equations to the meaning of division.

01

What Students Need to Do

Students estimate answers before dividing whole numbers by one-digit numbers. They use place-value chunks to divide, then connect an array or area model to an equation. They account for any remainder.

02

What Mastery Looks Like

A student can estimate 1,253 ÷ 4 as about 300, then find 313 remainder 1. They can show 300, 10, and 3 in an area model and check that 4 × 313 + 1 = 1,253.

03

Common Misconceptions

Some students divide each digit separately and forget to trade a leftover ten for ones. Others write the remainder as another digit in the quotient or leave a remainder as large as the divisor. Some cannot match the parts of an area model to their calculation.

04

How to Assess It

Exit ticket: Estimate 1,347 ÷ 5. Find the quotient and remainder with an area model, then check your answer with multiplication.

1. 01

   Use base-ten blocks to share 1,253 among four groups, trading the leftover ten for ones and naming the one left over.

2. 02

   Show 4 × (300 + 10 + 3) + 1 = 1,253 beside a matching area model; ask what each part represents.

3. 03

   Roll four digits for a dividend and one digit for a divisor; estimate, divide with partial quotients, then check by multiplication.

4. 04

   Pack 1,347 pencils in boxes of five; estimate the number of full boxes, then find the full boxes and leftover pencils.

• 5.NOS.B.5

  Divide multi-digit whole numbers with up to four-digit dividends and two-digit divisors.

• 4.NOS.B.5

  Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers.

• 6.NOS.B.2

  Fluently divide multi-digit numbers.

• 3.NOS.B.3

  Represent and interpret whole-number quotients (0-10) as dividing an amount into known number of groups (partitive) or as dividing an amount into groups of know...