**Expectations**

NSN: Solve problems involving multiplication and division of multi-digit whole numbers and involving the addition and subtraction of decimal numbers to hundredths, using a variety of strategies.

NSN S92. divide three-digit whole numbers by one-digit whole numbers, using concrete materials, estimation, student-generated algorithms, and standard algorithms.

NSN S94. use estimation when solving problems involving the addition, subtraction, multiplication, and division of whole numbers, to help judge the reasonableness of a solution.

**Success Criteria**

⦁ I can divide three-digit whole numbers by one-digit whole numbers using more than one strategy and explain why my answer is correct.

⦁ I can use estimation to help me determine if my solution is reasonable.

⦁ I can explain what the remainder means for my problem.

⦁ I can work cooperatively with my group members.

⦁ I can search for division strategies.

⦁ I can decide whether the division strategy I used is efficient.

**Minds On**

⦁ Check students’ prior knowledge of division by giving them the following problem:

“Mincy bakes 64 muffins for a school bake sale. She needs to bring all of them to school by packing them into boxes which can hold 6 muffins each. How many boxes will Mincy need? Solve using two different methods. What strategies did you use? How did each strategy help you?”

⦁ Allow students to discuss their solutions with a partner or within their groups.

⦁ Ask a student in each group to show the rest of the class the strategy they used.

**Action**

⦁ Give students the following problem which involves dividing three-digit whole numbers by one-digit whole numbers:

“Ms. J has 130 pieces of candy. She plans to give each child who comes to her house for trick-or-treating 6 candies. How many children will get 6 pieces of candy? Solve using two different methods. What strategies did you use? How did each strategy help you?”

⦁ Once students have solved the problem, ask them to use estimation to check their solution.

⦁ Ask students who have used efficient strategies to come to the chalkboard to show their process and mathematical thinking.

**Consolidation**

⦁ Provide iPads to the students so that they can play Drag and Drop Math at

⦁ Encourage students to try some of the strategies that were shown on the chalkboard in the game to develop their procedural fluency.

⦁ Hand out to each student a self-assessment handout so that they can reflect on how well they understood some of the strategies that their peers showed.