The teacher launches the lesson by asking students to talk about what "partial quotient" means and how it relates to what they have already learned about partial products.  This intentionally relates the new concept to students' prior knowledge.  This lesson focues on division with strageties based on place value, partial quotients, and rectangular area model.  Additionally, 4.NBT.B.6 targets procedural skill of division of whole numbers, using strategies to demonstrate conceptual understanding.  This lesson focuses more on procedural skill, but aspects were targeted.   

In this part of the lesson, the teacher poses a problem to students to work through with a partner; students talk about the partial products method with partners as they work to find a solution.  The teacher creates an opportunity for students to have peer conversations about the math.

Three students share their solutions to the division word problem, explaining their work to the class as the teacher charts their thinking.  [Two of the students used the partial quotients equation, and one student used a rectangular area model.]  Sharing three different solution methods helps strengthen student understanding of the lesson content, and allows students to see that there is more than one correct way to solve the equation.

This small group of students is talking through the solution to a word problem during small group center time.  The teacher has created a classroom culture where students are comfortable working together and talking about each other's thinking.