4.4.E

Math4th Grade

The Standard

represent the quotient of up to a four-digit whole number divided by a one-digit whole number using arrays, area models, or equations

Texas Essential Knowledge and Skills for Mathematics

Teacher's field guide

What Students Need to Do: Students show a division problem with equal rows or groups, a partitioned rectangle, or a matching equation. They use place value to break the dividend into manageable parts and combine partial quotients.
What Mastery Looks Like: A student can split 1,248 into 1,200 and 48, then show 1,248 ÷ 4 as 300 + 12 = 312. The drawing, labels, and equation all match.
Common Misconceptions: Students may treat the divisor as the answer or make the wrong number of equal groups. They may split a number without keeping place value, such as reading 1,400 as 14. They may add partial quotients incorrectly or omit a needed zero.
How to Assess It: Exit ticket: Represent 1,428 ÷ 7 with an area model and an equation. Label each part and the quotient.

Lesson moves

Use place value disks to split 936 into three equal groups, then convert the groups into an area model and equation.
Display an array and area model for 864 ÷ 4, then ask students to explain how both show the same quotient.
Play Match the Model by pairing division cards with prepared array, area model, and equation cards, then justify each match.
A school packs 1,248 pencils equally into four boxes. Students use an area model to find how many pencils go in each box.

Keep exploring

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