Challenge students to use their understanding of standard algorithm division to list multiples while solving division problems. Focus on their language use and opinions in this pre-lesson to the Partial Quotients Method lesson.
Students will be able to divide two-digit divisors by listing doubled multiples.
Students will be able to present an opinion about multiples involving divisors using sentence stems and peer conversations.
Present a thought-provoking generalization about division on chart paper, such as, "It's better to guess the smallest multiples for the divisor to answer a division problem quickly."
Read the generalization aloud and ask students to consider if they agree or disagree with the statement. Have them think on their own for 30 seconds before turning to their partners to discuss it. (I think the statement is correct because...)
Choose partnerships to share their ideas aloud and take notes on the the chart paper. (Note: it is typically faster to guess the largest number you can share into the different groups or sets in the beginning to minimize the number of steps to solve a division problem.)
Gather information about their language use and their understanding of the vocabulary terms to guide how much intervention and review you should do throughout the lesson. (Tip: provide the meaning of "multiples" and "divisor" if the conversation is stalling.)
Tell students that today they will learn a strategy for division that involves them listing the doubles of multiples for the divisor before beginning the division problem. They will also think critically about which multiples they should choose to use with division problems.