• Groups of 3–4
• Give each group at least 4 hundreds blocks, 10 tens blocks, and 25 ones blocks.
• “Con su grupo, representen cada expresión con bloques en base diez. Después, encuentren el cociente” // “Work with your group to represent each expression with base-ten blocks, then find the quotient.”

• 5–6 minutes: group work time
• “¿En qué se pareció encontrar el primer cociente a encontrar el segundo? ¿En qué fue diferente?” // “How was finding each quotient the same? How was it different?” (With the first one, you could just split the blocks into 4 groups. With the second one, you had to trade in some blocks to make 8 groups.)

MLR7 Compare and Connect

• Give each group tools for making a visual display.
• “Creen una presentación visual que muestre cómo usaron los bloques en base diez para encontrar el cociente. Incluyan detalles, como notas, diagramas, dibujos, etc., para ayudar a los demás a entender cómo pensaron” // “Create a visual display that shows how you used the base-ten blocks to find the quotient, including details such as notes, diagrams, drawings, and so on, to help others understand your thinking.”
• 2–5 minutes: group work
• 5–7 minutes: gallery walk
• “Mientras ven las presentaciones de otros grupos, anoten cosas que sean parecidas y cosas que sean diferentes” // “As you look at the displays from other groups, record things that are the same and things that are different.”

• Groups of 2
• Give students access to base-ten blocks.
• “Van a resolver algunos problemas individualmente. Usen bloques en base diez y representen sus ideas en su libro” // “You are going to solve some problems on your own. Use base-ten blocks and represent your thinking in your book.”

• 5–6 minutes: independent work time
• 2 minutes: partner discussion
• Monitor for and select students who draw base-ten representations using small and large squares and rectangles labeled with numbers.