Created byLaura Gittemeier

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Thanksgiving Feast: A Division Dilemma

Grade 4Math2 days

In this project, 4th-grade students plan a Thanksgiving feast for their class, applying their division skills to ensure fair distribution of food and minimal waste. They use models, place value understanding, and estimation to solve division problems with remainders, interpreting these remainders in the context of Thanksgiving scenarios. The project culminates in a portfolio showcasing their work in modeling, place value application, estimation, remainder interpretation, and distributive property use.

DivisionRemaindersPlace ValueEstimationThanksgivingProblem-SolvingModels

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we plan a Thanksgiving feast for our class, using our knowledge of division to make sure everyone gets a fair share and no food is wasted?

Essential Questions

Supporting questions that break down major concepts.

How can we use models to show division?
How does place value help us divide larger numbers?
How can estimating help us divide?
When we have something left over in division, what does that mean?
How can we break apart a division problem to make it easier?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Students can use models to solve division problems with remainders
Students can interpret remainders in a division problem
Students can use place value to divide a whole number up to four digits by a one-digit whole number
Students can use estimation to help solve division problems
students can use the distributive property to help solve division problems

Common Core Standards

4.NBT.6

Primary

Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors using strategies based on place value, properties of operations, and/or the relationship between multiplication and division. Illustrate and explain using equations, rectangular arrays, and/or area models.Reason: Directly assesses division skills with remainders.

4.OA.3

Primary

Solve multi-step word problems including division, interpreting remainders, and assessing reasonableness using estimation.Reason: Addresses multi-step problems, remainders, and estimation.

Entry Events

Events that will be used to introduce the project to students

Thanksgiving Feast Frenzy

The town's annual Thanksgiving feast is in jeopardy! The organizers have miscalculated the amount of food needed and are relying on the students to use division to determine how to evenly distribute the ingredients they have among the expected guests. Students will grapple with interpreting remainders in the context of feeding people, sparking discussions about fairness and resource allocation.

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

Modeling the Feast

Students will use hands-on manipulatives to model division problems related to Thanksgiving food items. They will focus on understanding how to represent division with remainders using these models.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Gather manipulatives such as counters or small blocks to represent food items like cranberries, dinner rolls, or pieces of pie.

2. Present a division problem: "We have 23 cranberries to share equally among 4 people. How many cranberries does each person get, and how many are left over?"

3. Students arrange the manipulatives into equal groups to solve the problem. They should identify the quotient and the remainder.

4. Repeat with different division problems, varying the dividend and divisor.

Final Product

What students will submit as the final product of the activityA series of visual models (drawings or photographs of manipulatives) showing the division process and the resulting quotient and remainder for each problem.

Alignment

How this activity aligns with the learning objectives & standardsAddresses 4.NBT.6 (illustrating division with models) and Learning Goal 1 (using models to solve division problems with remainders).

Activity 2

Place Value Pilgrimage

Students will use their understanding of place value to break down larger division problems into smaller, more manageable steps. This activity reinforces the connection between place value and division.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Present a division problem: "We have 357 dinner rolls to divide among 3 classrooms. How many rolls does each classroom get?"

2. Students break down the dividend (357) into place value components: 300 + 50 + 7.

3. Divide each component by the divisor (3): 300 / 3 = 100, 50 / 3 = 16 R 2, 7 / 3 = 2 R 1.

4. Combine the results, accounting for any remainders, to find the total quotient and remainder.

5. Repeat with different division problems, focusing on the role of place value.

Final Product

What students will submit as the final product of the activityA written record of the place value breakdown, the division of each component, and the final quotient and remainder for several problems.

Alignment

How this activity aligns with the learning objectives & standardsAddresses 4.NBT.6 (using place value to divide) and Learning Goal 3 (using place value to divide a whole number up to four digits by a one-digit whole number).

Activity 3

Estimate to Feast

This activity focuses on using estimation to predict reasonable answers for division problems before solving them. This helps students develop number sense and check the reasonableness of their solutions.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Present a division word problem: "There are 1,253 pieces of pumpkin pie to be divided among 6 serving tables. About how many pieces of pie will be on each table?"

2. Students estimate the answer by rounding the dividend (1,253) to a compatible number that is easily divisible by the divisor (6). For example, 1,200 / 6 = 200.

3. Solve the actual division problem to find the exact quotient and remainder.

4. Compare the actual answer to the estimate. Discuss whether the answer is reasonable based on the estimate.

5. Repeat with different division word problems, emphasizing the estimation process.

Final Product

What students will submit as the final product of the activityA comparison of estimated quotients and actual quotients for a set of division problems, with a written explanation of the estimation strategy used.

Alignment

How this activity aligns with the learning objectives & standardsAddresses 4.OA.3 (assessing reasonableness using estimation) and Learning Goal 4 (using estimation to help solve division problems).

Activity 4

Remainder Revelations

Students explore different ways to interpret remainders in the context of Thanksgiving scenarios. They learn that the meaning of a remainder depends on the problem's context.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Present a series of division word problems with remainders related to Thanksgiving. Include scenarios where the remainder needs to be ignored, rounded up, or shared.

2. Example scenarios: 1) If 25 students need to be seated at tables that seat 4, how many tables are needed? (Round up the remainder). 2) If you have 38 dinner rolls and want to give each person 3 rolls, how many people can you serve? (Ignore the remainder). 3) If you have 47 ounces of gravy and need to divide it equally among 8 people, how many ounces does each person get? (Share the remainder as a fraction).

3. For each problem, students solve the division problem and then interpret the remainder based on the context of the problem.

4. Discuss the different ways the remainder was handled in each situation and why.

Final Product

What students will submit as the final product of the activityA written analysis of each word problem, including the solution, the interpretation of the remainder, and a justification for that interpretation.

Alignment

How this activity aligns with the learning objectives & standardsAddresses 4.OA.3 (interpreting remainders) and Learning Goal 2 (interpreting remainders in a division problem).

Activity 5

Distributive Division Delights

Students will apply the distributive property to simplify division problems. This activity shows how breaking apart the dividend can make division easier.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Present a division problem: "We have 432 ounces of apple cider to divide equally among 4 pitchers. How many ounces of cider go into each pitcher?"

2. Students decompose the dividend (432) into two numbers that are easily divisible by the divisor (4). For example, 400 + 32.

3. Divide each part by the divisor: 400 / 4 = 100, 32 / 4 = 8.

4. Add the results: 100 + 8 = 108. Therefore, each pitcher gets 108 ounces of cider.

5. Repeat with different division problems, exploring various ways to decompose the dividend.

Final Product

What students will submit as the final product of the activityA series of division problems solved using the distributive property, showing the decomposition of the dividend and the resulting quotients.

Alignment

How this activity aligns with the learning objectives & standardsAddresses 4.NBT.6 (using properties of operations to divide) and Learning Goal 5 (using the distributive property to help solve division problems).

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Thanksgiving Division Feast Portfolio Rubric - Grade 4

Category 1

Modeling Division with Manipulatives

This category assesses the student's ability to visually represent division problems with remainders using manipulatives and accurately determine the quotient and remainder.

Criterion 1

Accuracy of Models

How accurately the student uses manipulatives to represent the division problem and identify the quotient and remainder.

Exemplary

4 Points

Models are completely accurate and clearly demonstrate the division process, showing a sophisticated understanding of quotients and remainders. The model provides clear visual representation of the problem.

Proficient

3 Points

Models are mostly accurate and effectively show the division process, with a good understanding of quotients and remainders. The model provides representation of the problem.

Developing

2 Points

Models have some inaccuracies but attempt to represent the division process. Demonstrates a basic understanding of quotients and remainders.

Beginning

1 Points

Models are inaccurate or incomplete and do not clearly represent the division process. Shows limited understanding of quotients and remainders.

Criterion 2

Explanation of Process

The clarity and completeness of the student's explanation of the modeling process.

Exemplary

4 Points

Provides a thorough and clear explanation of the modeling process, including why specific manipulatives were used and how they relate to the division problem.

Proficient

3 Points

Explains the modeling process effectively, demonstrating a good understanding of the connection between the model and the division problem.

Developing

2 Points

Attempts to explain the modeling process, but the explanation may be unclear or incomplete.

Beginning

1 Points

Provides a minimal or unclear explanation of the modeling process. Shows difficulty connecting the model to the division problem.

Category 2

Place Value Division

This category assesses the student's ability to use place value to break down larger division problems and solve them systematically.

Criterion 1

Place Value Breakdown

The accuracy and appropriateness of the student's breakdown of the dividend into place value components.

Exemplary

4 Points

Accurately and efficiently breaks down the dividend into appropriate place value components, demonstrating a sophisticated understanding of place value.

Proficient

3 Points

Effectively breaks down the dividend into place value components, demonstrating a good understanding of place value.

Developing

2 Points

Attempts to break down the dividend into place value components, but the breakdown may be inaccurate or incomplete.

Beginning

1 Points

Struggles to break down the dividend into place value components. Shows limited understanding of place value.

Criterion 2

Calculation Accuracy

The accuracy of the division calculations for each place value component.

Exemplary

4 Points

All division calculations are accurate and efficient, leading to a correct final quotient and remainder.

Proficient

3 Points

Most division calculations are accurate, with only minor errors that do not significantly impact the final result.

Developing

2 Points

Some division calculations are inaccurate, leading to an incorrect final quotient or remainder.

Beginning

1 Points

Many division calculations are inaccurate, resulting in a significantly incorrect final result.

Category 3

Estimation and Reasonableness

This category assesses the student's ability to estimate quotients and assess the reasonableness of their answers.

Criterion 1

Estimation Strategy

The appropriateness and effectiveness of the student's estimation strategy.

Exemplary

4 Points

Uses a highly effective estimation strategy that results in an estimate close to the actual quotient. Provides a clear justification for the chosen strategy.

Proficient

3 Points

Uses an effective estimation strategy that provides a reasonable estimate of the actual quotient.

Developing

2 Points

Attempts to use an estimation strategy, but the estimate may be inaccurate or not well-justified.

Beginning

1 Points

Struggles to use an estimation strategy or provides an unreasonable estimate.

Criterion 2

Reasonableness Assessment

The student's ability to compare the estimated quotient to the actual quotient and determine if the answer is reasonable.

Exemplary

4 Points

Provides a thorough and insightful comparison of the estimated quotient to the actual quotient, explaining why the answer is reasonable or unreasonable with a clear justification.

Proficient

3 Points

Compares the estimated quotient to the actual quotient and determines if the answer is reasonable.

Developing

2 Points

Attempts to compare the estimated quotient to the actual quotient, but the assessment may be superficial or lack justification.

Beginning

1 Points

Struggles to compare the estimated quotient to the actual quotient or determine if the answer is reasonable.

Category 4

Remainder Interpretation

This category assesses the student's understanding of how to interpret remainders in the context of word problems.

Criterion 1

Contextual Understanding

The student's ability to understand the context of the word problem and determine the appropriate way to handle the remainder.

Exemplary

4 Points

Demonstrates a deep understanding of the context of the word problem and chooses the most appropriate way to interpret the remainder with a clear and logical explanation.

Proficient

3 Points

Understands the context of the word problem and chooses an appropriate way to interpret the remainder.

Developing

2 Points

Attempts to understand the context of the word problem, but the interpretation of the remainder may be inappropriate or unclear.

Beginning

1 Points

Struggles to understand the context of the word problem or interpret the remainder appropriately.

Criterion 2

Justification

The quality and completeness of the student's justification for their interpretation of the remainder.

Exemplary

4 Points

Provides a thorough and convincing justification for their interpretation of the remainder, demonstrating a sophisticated understanding of the problem's context.

Proficient

3 Points

Provides a clear justification for their interpretation of the remainder.

Developing

2 Points

Attempts to justify their interpretation of the remainder, but the justification may be incomplete or unclear.

Beginning

1 Points

Provides a minimal or unclear justification for their interpretation of the remainder.

Category 5

Distributive Property Application

This category assesses the student's ability to apply the distributive property to simplify division problems.

Criterion 1

Dividend Decomposition

The student's ability to decompose the dividend into numbers that are easily divisible by the divisor.

Exemplary

4 Points

Decomposes the dividend into numbers that are easily divisible by the divisor in the most efficient and effective way, demonstrating a sophisticated understanding of the distributive property.

Proficient

3 Points

Decomposes the dividend into numbers that are easily divisible by the divisor.

Developing

2 Points

Attempts to decompose the dividend, but the resulting numbers may not be easily divisible by the divisor or the decomposition may be inefficient.

Beginning

1 Points

Struggles to decompose the dividend into numbers that are easily divisible by the divisor.

Criterion 2

Accuracy and Efficiency

The accuracy of the calculations and the efficiency of the application of the distributive property.

Exemplary

4 Points

All calculations are accurate and the distributive property is applied efficiently, leading to a correct and streamlined solution.

Proficient

3 Points

Calculations are mostly accurate and the distributive property is applied effectively.

Developing

2 Points

Some calculations are inaccurate or the distributive property is applied inefficiently, leading to a less effective solution.

Beginning

1 Points

Many calculations are inaccurate or the distributive property is misapplied, resulting in an incorrect or unclear solution.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

Looking back at our Thanksgiving feast planning, what was the most challenging division problem you encountered, and how did you solve it?

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Question 2

Which activity (Modeling the Feast, Place Value Pilgrimage, Estimate to Feast, Remainder Revelations, or Distributive Division Delights) helped you understand division the best? Why?

Multiple choice

Required

Options

Modeling the Feast

Place Value Pilgrimage

Estimate to Feast

Remainder Revelations

Distributive Division Delights

Question 3

How confident are you in your ability to solve division problems with remainders now compared to before this project?

Scale

Required

Question 4

In what real-life situations, other than Thanksgiving feast planning, might you use division with remainders?

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Required

Question 5

What is one thing you learned about division during this project that you didn't know before?

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Required