Diving Deeper into Division

Hello, division 2 families! Today we dove deeper into our division unit, which we have been exploring and ramping up with various skill building activities and word problems since November. Here was our process for today. We reviewed some introductory division questions like 12 divided by 4 using word problems, and I drew these questions with symbolic images on the white board. For example, we asked, if there are 12 cookies and 4 friends, how many cookies would each friend get if we divide the cookies up equally?

We also looked different ways of expressing a division question and looked how the parts of a division question (dividend, divisor, and quotient) are located in these different expressions.

An emphasis of our learning is to try to keep in mind how our symbolic math relates to real life. So students were again invited to think of and share their own word problems—a practice we have been doing for a while, especially in our recent Math Stories challenges.

We also returned to looking at how division works using base ten blocks. For example, if there is $550 of prize money that needs to be divided equally among five prize winners, how many dollars would each winner get? $110, as shown below.

We discussed the importance of knowing multiplication facts to aid in the division process—and I reminded students they should consult their multiplication charts when in doubt to ensure accuracy. (Keep up that regular math facts practice at home!)

Then we reviewed the process for long division. After talking through and modelling the process with various questions from the homework sheet, students then viewed several long division instructional videos on YouTube. I asked them to evaluate and decide which videos were most helpful.

We discussed how students can increase their independence as math learners by paying attention in class, asking for help at school and at home from family, and also by exploring quality math instructional videos online.

Here are three of the videos students watched and decided were helpful:

HOMEWORK: Every student is at a different level of understanding in long division. Since we aim to wrap this unit up in three weeks time, I let students know that it would be helpful for students to spend at least 15-20 minutes each night practicing division. We will have daily practice in class with both teacher and peer support. When students do not finish assignments during our class time, I ask them to complete this work at home. ***Even if students finish all class work, they can keep practicing division by making up their own questions, reviewing division instructional videos, and getting support from family members. As well, I am available every day after school for students who need a few minutes of extra support in addition to the one-on-one support already provided during math class and our catch up blocks.

Parents/Guardians: Thank you for the extra help you can offer your child to learn division. We are working hard in class, but your time at home could make all the difference in helping your child make that leap in understanding.

JUST FYIALTERNATE METHODS COMING SOON: This week, in addition to the traditional long division algorithm, I will be presenting two alternate methods of doing division and students will be asked to try both in class. One method is the “box method” (video explanation here: https://youtu.be/8JYfVv94hww) and the other involves “using easy multiples of the divisor”, which is described in this helpful video by Margaret Jenkins’ own Mr. Pite here: https://youtu.be/UtYNaSpKzCQ.

I don’t expect students to master all three methods—but I asked them to work towards mastering their favourite division method. For our final division unit quiz in three weeks (Feb. 22), students are permitted to choose any method that works best for them, as long as they show their work.

***There is also a “Box Method” for multiplication, so be sure to remember which operation you are doing and use the correct method. https://youtu.be/n3q3XzzIGSY

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