This Estimation Exploration prompts students to practice making a reasonable estimate based on experience and known information. In this case, it is not practical to count the paletas, but students could reason about groups of paletas by color, or estimate the complete rows and columns of paletas and extend their estimate to the whole set. Some students might also make an estimate based on their familiarity with how paletas are usually arranged in cases.

• “Is anyone’s estimate less than 30? Greater than 80?”
• “How did you know that 30 (or another number) would be too low and 80 (or another number) too high?”
• “Based on this discussion does anyone want to revise their estimate?”

In this activity, students recall what they know about division from IM Grade 3. The context allows students to connect lived experiences to the math of the activity. By inviting students to consider treats that they enjoy in their homes or neighborhoods, they share experiences and foster connections that build community.

The first question gives students an opportunity to co-craft mathematical questions based on a situation before answering a question based on a division equation. Students divide a two-digit number by a one-digit divisor, as they did in IM Grade 3, in a way that makes sense to them. The Activity Synthesis highlights different representations students made and relates them to the situation. The terms dividend and divisor are re-introduced in this lesson to describe a number being divided into equal groups and a number by which another number (the dividend) is divided, respectively. Another term familiar to students is quotient, the result of a division expression.

This activity uses MLR5 Co-craft Questions. Advances: writing, reading, representing

The purpose of this activity is for students to continue to use any representation or strategy to solve division problems with two- and three-digit dividends. They solve one problem that asks how many in each equal group and another that asks how many equal groups.