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Division with multi-digit numbers. How can you tell the number of digits there should be in a quotient?

Welcome to Our K-12 Math Mapping Page
We can post updates, ideas, and questions about our work on this page.
= {Unit Development Task Sheet.docx}

K-8 Mapping Summer Session (July 12 - 15):
Three teachers (grade 7, elementary special education, and Kindergarten) are reviewing maps for grades K-2. Two teachers (grade 3 and remedial) are reviewing maps for grades 3-4.
They were asked to do the following over the four days:
Review the maps and provide input/feedback that will be shared in September with the K-4 Math
Mapping Cabinet, specifically:

Welcome to Our K-12 Math Mapping Page
We can post updates, ideas, and questions about our work on this page.
K-8 Mapping Summer Session (July 12 - 15):
Three teachers (grade 7, elementary special education, and Kindergarten) are reviewing maps for grades K-2. Two teachers (grade 3 and remedial) are reviewing maps for grades 3-4.
They were asked to do the following over the four days:
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Review the maps and provide input/feedback that will be shared in September with the K-4 Math
Mapping Cabinet, specifically:
content statements
skill statements
vocabulary
If vocabulary has not been included in the map, they were asked to add it per the NYSED Glossary for the grade level.
When the review process is completed, the map will be entered as a Core Map for all teachers at each grade level. Teachers should see a house icon on their math maps when they open them up.
At this point, each teacher will be able to add his or her lessons, resources, materials, and assessments, so that parts of the map are consistent (with the house icon) and some are flexible (areas not marked with the icon).
Teachers who are attending the summer mapping session will then begin to develop their own assessments aligned with the curriculum for his or her grade level. When the Math Mapping Cabinets meet in the fall, we will share those assessments and continue with the discussion of identifying common assessments for benchmarking. To summarize, we will focus on formative assessments by individual teachers as our entry point as a component of our summer session.

Three teachers (grade 7, elementary special education, and Kindergarten) are reviewing maps for grades K-2. Two teachers (grade 3 and remedial) are reviewing maps for grades 3-4.
They were asked to do the following over the four days:
Review the maps and provide input/feedback that will be shared in September with the K-4 Math
Mapping Cabinet, specifically:
content statements
skill statements
vocabulary
If vocabulary has not been included in the map, they were asked to add it per the NYSED Glossary for the grade level.
When the review process is completed, the map will be entered as a Core Map for all teachers at each grade level. Teachers should see a house icon on their math maps when they open them up.
At this point, each teacher will be able to add his or her lessons, resources, materials, and assessments, so that parts of the map are consistent (with the house icon) and some are flexible (areas not marked with the icon).
Teachers who are attending the summer mapping session will then begin to develop their own assessments aligned with the curriculum for his or her grade level. When the Math Mapping Cabinets meet in the fall, we will share those assessments and continue with the discussion of identifying common assessments for benchmarking. To summarize, we will focus on formative assessments by individual teachers as our entry point as a component of our summer session.
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{Unit Development Task Sheet.docx}
Based upon the performance information on our students, two areas have been identified for unit development along a vertical continuum: fractions and fluency. Teachers at each grade level will develop a common unit for each of those areas. The result will be one set of units, K-6, aligned with the common core, around fractions. This unit will have a discrete timeline determined by the grade level team, i.e., 3 days, 2 weeks.... There will be a second set of units, K-6, aligned with the common core, arouond fluency. This unit will not have a discrete timeline; rather, it will have some timeframes based upon frequency and intensity.
To support student learning relative to the impending shifts of the common core, teacher teams should work on the fluency unit first, with a target date for completion of March 31, 2012. This will allow at least partial implementation of the unit and reflection before the end of the school year.

{UBD_Template_blank.doc}
Unit to be developed for March target date:
4th: 4.N.T. Number and Operations in Base Ten (page 29 of the common core packet)
Use place value understanding and properties of operations to perform multi-digit arithmetic.
Indicators 4 and 5 as they relate to multiplication.

{UBD_Template_blank.doc}
Unit to be developed for March target date:
3rd: 3.O.A. Operations and algebraic thinking (page 23 of the common core packet)
Multiply and divide within 100 (multiplication only for this unit)
Indicator 7 as it relates to multiplication.