S: 20 tens. T: 20 tens plus 9 tens is 29 tens. Divide 29 tens by 4. What is the quotient? S: 7 tens. T: Where do we record 7 tens? S: Above the 9. T: Why? S: Because the 9 is in the tens place. It represents the number of tens. T: Record 7 tens. When we distribute 29 tens into 4 groups, there are 7 tens in each group. Say the multiplication sentence that tells how many of the tens were distributed. S: 7 tens times 4 equals 28 tens. As students are reciting the multiplication sentence, point to the 7 tens, then to the divisor, and then record the 28. Be sure students are also recording. T: We began with 29 tens, but we distributed 28 of them. How many tens are remaining? Say the subtraction sentence that will show that. S: 29 tens minus 28 tens equals 1 ten. T: Continue dividing with your partner. Allow time for students to divide. T: What is the quotient and the remainder? S: The quotient is 74 and the remainder is 1. T: How can we use multiplication and addition to check if our quotient is correct? S: We can multiply 74 by 4, and then add the remainder 1. If we get 297, then we are correct. T: Check your quotient using multiplication. T: What was the new complexity for this division problem? S: We didn’t have enough hundreds to divide so we decomposed them as tens and divided by tens first.
S: 20 tens. T: 20 tens plus 9 tens is 29 tens. Divide 29 tens by 4. What is the quotient? S: 7 tens. T: Where do we record 7 tens? S: Above the 9. T: Why? S: Because the 9 is in the tens place. It represents the number of tens. T: Record 7 tens. When we distribute 29 tens into 4 groups, there are 7 tens in each group. Say the multiplication sentence that tells how many of the tens were distributed. S: 7 tens times 4 equals 28 tens. As students are reciting the multiplication sentence, point to the 7 tens, then to the divisor, and then record the 28. Be sure students are also recording. T: We began with 29 tens, but we distributed 28 of them. How many tens are remaining? Say the subtraction sentence that will show that. S: 29 tens minus 28 tens equals 1 ten. T: Continue dividing with your partner. Allow time for students to divide. T: What is the quotient and the remainder? S: The quotient is 74 and the remainder is 1. T: How can we use multiplication and addition to check if our quotient is correct? S: We can multiply 74 by 4, and then add the remainder 1. If we get 297, then we are correct. T: Check your quotient using multiplication. T: What was the new complexity for this division problem? S: We didn’t have enough hundreds to divide so we decomposed them as tens and divided by tens first.