Curriculum>Grade 4> Module 2>Topic D: Division of Tens and Ones with Successive Remainders

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Solve word problems using division with remainders. The problems involve determining the number of groups. Write the division expression, model the problem with a tape diagram, solve the division problem, and answer the question in the word problem

A. Solve a division problem (number in each group) with a remainder based on a model

B. Solve a division problem (number of groups) with a remainder based on a model

C. Solve a division problem (number in each group) with a remainder using an array model

D. Solve a division problem (number of groups) with a remainder using an array model

E. Multiply to find multiples of a given number

F. List and identify multiples of a given number

G. Use multiples to find the quotient and remainder of a division problem

H. Model division (number in each group) with a remainder using a tape diagram

I. Model division (number of groups) with a remainder using a tape diagram

J. Solve a division problem with a remainder using the closest multiplication fact

K. Solve a division problem with a remainder

M. Solve a division word problem (number in each group) with a remainder using a tape diagram and an equation

N. Model and solve a division problem, and identify the divisor

O. Model and solve a division problem using long division (single-digit quotient)

P. Solve a division problem (number in each group) with a remainder using a disk model

Q. Model and solve a division problem using long division (two-digit quotient)

R. Model and solve a division problem that involves regrouping

S. Model and solve a division problem that involves regrouping using long division (two-digit quotient)

T. Model and solve a division problem that involves regrouping using long division (two-digit quotient) (Level 2)

U. Model and solve a division problem using long division by recording partial quotients

V. Use long division to solve problems with a 2-digit quotient

W. Pretest. Reasoning with Divisibility

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