Solving the division table of 4

Students learn to solve the division table of 4.

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The students learn to solve the division table of 4.

CCSS.Math.Content.3.OA.B.5

CCSS.Math.Content.3.OA.B.6

Students will be able to solve the division table of 4.

You ask student volunteers to fill in the jumps of 4 that the frog takes on the sand piles. You do this both forwards and backwards.

First you discuss the importance of calculating division problems. Next you explain that in a division problem you have an amount of something in each group and that for the division table of 4 you divide by 4 each time. For this you show an example of 8 ice cubes, that you are going to divide evenly between 4 glasses. From here you can use the tab on the bottom right to navigate through the lesson (visual, abstract, story) to discuss the learning goal in the order that best fits your needs. Otherwise you continue following the pages in order and begin with problems with visual support. For this you explain how you calculate a division problem by telling how a division problem words with images of ice cubes that must be divided into 4 glasses, next you practice dividing an amount of ducks between 4 ponds. After this you show the images and the students must come up with the problem that matches each image. Next you show an image and ask a student volunteer to divide the rabbits between the fields and the pencils between the containers. After this you have the students solve division problems on their own using an image. Next you discuss the abstract problems. First you show what a division problem with 4 looks like when you divide the number into 4 even groups. After that you show the 4 division problems and discuss that division problems with 4 are always a quarter. Next the students go on to practice using these insights. Then you follow through the steps of solving a story problem. The students can click on the speaker to hear the story.

Check whether the students can calculate problems from the division table of 4 by asking them the following questions:

- What does the problem 8 ÷ 4 mean? Can you name an example?

- How can you always know the answer from the division table of 4?

The students test their understanding of the division table of 4 through ten exercises. Some of these exercises are problems with visual support, others are abstract problems and others are story problems.

You have the students solve yet another problem with visual support, after that they solve an abstract problem and then another story problem. Finally you can play a ball game. A student names a problem from the division table of 4 and throws the ball to another student. The student that catches the ball says the answer and names another problem from the division table of 4 and throws the ball to someone else.

You can have the students use concrete materials to make groups of 4.

MAB blocks for each pair or other concrete materials

A ball

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