• 02/25/15   |   Adjusted: 08/01/18   |   1 file

# How Many Teams?

Author: North Carolina Department of Public Instruction

• Description
• Files

Mathematically:

• Addresses standards: 4.OA.A,  4.NBT.B,  4.OA.A.3, 4.NBT.B.6,  MP.1, and MP.6
• Requires students to understand the meaning of the quotient and remainder in order to solve problems in a real-world context
• Addresses content across two major clusters (4.OA.A and 4.NBT.B) within the grade, specifically 4.OA.A.3 and 4.NBT.B.6
• Requires students to interpret what is being asked and perform extensive calculations (MP.1) accurately and efficiently (MP.6)

In the classroom:

• Offers opportunities for students to use strategies based on place value, properties of operations, and/or the relationship between multiplication and division to solve division problems
• Provides repeated practice of multi-digit division and can be easily altered to allow for repeated use throughout the year
• Allows for small group, partner, or individual work

This task was designed to include specific features that support access for all students and align to best practice for English Language Learner (ELL) instruction. Go here to learn more about the research behind these supports. This lesson aligns to ELL best practice in the following ways:

• Provides opportunities for students to practice and refine their use of mathematical language.
• Allows for whole class, small group, and paired discussion for the purpose of practicing with mathematical concepts and language.
• Elicits evidence of thinking both verbally and in written form.
• Includes a mathematical routine that reflects best practices to supporting ELLs in accessing mathematical concepts.
• Provides students with support in negotiating written word problems through multiple reads and/or multi-modal interactions with the problem.

• Making the Shifts

How does this task exemplify the instructional Shifts required by CCSSM?

 Focus Belongs to the major work of fourth grade Coherence Builds on grade 3 understanding of division as an unknown factor problem; Continues trajectory toward operational fluency with rational numbers Rigor Conceptual Understanding: not targeted in this task Procedural Skill and Fluency: primary in this task Application: primary in this task

In eastern North Carolina there are 3,277 fourth graders signed up for basketball. In western North Carolina there are 2,981 fourth graders signed up for basketball. In the Piedmont region there are 1,512 players signed up. Every player will get placed on a team in their region of the state.

Part 1:

The league wants to place 9 players on each team. Leftover players will be added to teams, so some teams will have ten players. How many teams will have 9 players? How many teams will have 10 players? Explain your reasoning.

Part 2:

In order to maximize playing time, the league decides to only place 7 players on each team. If there are extra players, some teams will have 8 players. How many teams will have 7 players? How many teams will have 8 players? Explain your reasoning.