My kids are really struggling with their long division this year. I need a mnemonic to help them remember the long division steps, and I've only found one online:
Divide, Multiply, Subtract, Compare, Remainder Does McDonald's Sell Cheeseburgers Raw?
I need a new one! I have no desire to use an aide requiring McDonalds or cheeseburgers! I don't care if it has the R for remainder on the end, but I need some creative people to help me out!
DMSCB (bring down) would be better, now that I think about it. Does anyone have a sentence?
I used this last year w/ my struggling 4th graders. We made a large poster that we could all (including me!) refer to. I am trying to remember the whole "speel" for my 3rd graders to start them on the path right to division. Good Luck!
Sorry, I use the Does McDonalds Sell Cheese Burgers mnemonic, but actually thought I came up with this! I didn't know it was all over. I like it because they remember it, but they certainly don't see it as a push for fast food. I've also had the kids come up with their own alternatives, and these are usually pretty fun!
for those that REALLY struggle with following the steps, we write it in the margin andkeep our left hand (or in the right margin and right hand for lefties) pointing at the step we're on. This has REALLY helped those who get lost half way through!
We also do Dad Mom Sister Brother Rover -- I love adding the compare step so I think I might do that next year! Fantastic Idea!
the Mcdonalds mnemonic as well when working with the class. I also challenge mine to make up their own. If they have ownership they are more likely to use it. I post a chart of everyone's in the room and students can choose the one they like best.
Don't you think the algorithmic process should not be the way we are teaching long division, but with base ten blocks to demonstrate the concepts. Have them actually make the groups and trade when there isn't enough, which is the bring down step... I never teach my kids the algorithm... and I have high math which I am tempted to do... but developing the concept is key... didn't want to jump on anyone...but thought it should be voiced!
I know the current school of thought is to teach in a constructivist manner and let students develop their own algorithm (if necessary). I understand this, and really see the hands-on benefit for many students. I have two thoughts to consider, though:
1) My students will not be permitted to use manipulatives of any kind on state tests, and it will be impractical for them to use manipulatives to do division in "the real world"
2) People have learned and understood the concept of division for many, many years using an algorithm instead of trading base ten blocks.
I think there's room for both. I agree that it's important to develop the conceptual understanding. It's funny though. I'm one of those people who usually understands how to do something first, and then that helps the "why" make sense.
If they really do understand the concept, though, they shouldn't have to use the manipulatives after a while. It is important to transition them to the abstract concept. I just don't believe in teaching them a mnemonic since then they will really have no clue what or why they are doing it...
I started off teaching the other way and have found so much more success with this! Just an opinion!
In response to the "side discussion"...I always focus on the concept of division first, then introduce the algorithm as one way to divide. I find that if they understand the concept, then the abstract idea of an algorithm is much easier to handle.
The algorithm isn't one way to divide, it's just teaching the kids to memorize steps... whereas if they are taught that division is splitting amounts into equal groups, that being the divisor, then the won't need the algorithm memorization technique at all... don't mean to stir it up here, but I do feel strongly about not teaching algorithms where not really necessary...
As is evidenced from the many classroom parents who never understoo what the algorithm meant... people have not understood division for years... they just did what they were told... that's why the US is failing in terms of mathematics success...
I'm all about balance! I think students need both. We usually start out with the manipulatives and understanding part. When I feel my students have the concept down, we then do the algorithim. I agree with the previous post that you can't use base ten blocks in the "real world". As for understanding, we discuss each step of the mnemonic as we learn it, so they are aware of the meaning and reason for each. Again, I think balance is the key.
As for being low in math, I date back to the "prehistoric days" when we did everything from a book. I never remember any kind of manipulative or activity related to math; however, my generation had some of the best math scores ever. Again, I think it takes both!
Thanks for listening !
I actually taught the students a cheer/chant for long division. We all stand up and using our hands chant, "Divide, Multiply, Subtract, Bring it Down". We use our hands to make a divide symbol with our fists being on either side of our head making the dots... then our hands with an X shape....then hands togeher to show subtract (-)....finally we make a jazzy bring it down motion. We would chant this a few times before each math lesson and while we worked on any long division math problems. I would see the kids teaching the chant to other classes during recess and chanting it during down time.
Hope this all makes sense...my kids loved it and I would see them making the motions and mouthing the words to this chant during tests and worksheets.
Why not just have them memorize the steps as they are? Divide, multiply, subtract, bring down...remainder (?) the kids seem to be eager to say the steps when saying "remainder" as a question. I've never used compare, but I suppose you could add that if needed.
I'm from the old school, and this is what we did in the sixties as students. The kids learn the proper vocabulary for more concrete and abstract thinking later...
I don't use a mnemonic but instead had them make flip books with the steps. I just took an average size piece of construction paper and folded it over hot dog style. Then, they cut one side of it 3 times. On the front flaps they wrote the steps. On the inside under the matching flap, they showed what they step looked like. When the kids worked on long division practice they pulled out their flip book.
Most of my kids were able to stop using the flip book after continuous practice.
I am a high school teacher who is teaching a remedial math course. The students I have are the kids who don't get it. Half of my kids can do the algorithm because that was what they were told to do. However, they have none of the number sense skills and math reasoning to go with it. If I just show them the algorithm again I am once again going to fail these kids. They have to understand why it works if it is going to be of use to them.
I only have about two or three that just don't get it. We started this week dividing one digit numbers into three digit numbers and they are saying it is easy. I am SO excited. Anyway, I used DMSBD
I told them to say Does McDonald's Sell Burgers Daily and that seemed to click with most of them. I also kept saying divide, multiply, subtract, bring down, divide, multiply, subtract, bring down.
When teaching division, I used to use the DMSB method but kids were bored and confused with it. I now made up ESD ESD (Every student decides, every student divides)
Estrimate (how many __'s are in the dividend?)
Subtract
Drop down
Estimate
Subtract
Drop down
When teaching division, I used to use the DMSB method but kids were bored and confused with it. I now made up ESD ESD (Every student decides, every student divides)
Estimate (how many __'s are in the dividend?)
Subtract
Drop Down
Estimate
Subtract
Drop Down
the mnemonic, I agree, doesnt help in the understanding of the process(visual or sequential learner). My son is a visual learner and a mnemonic is confusing and just represents something else he is told to memorize. Rhymes Tables have helped amazingly in multiplication learning because there is a rhyming illustrated scene along with the math fact.
Division, however, doesnt just happen because he knows times because he doesnt "see" it the same way. Using manipulatives that represent different quantities while he physically performs the division process has made the most sense to him so far.
I use Dirty Monkey's Smell Completely Bad! I do believe that students should figure their way through math. I don't JUST teach algorithms, but one way may seem completely foreign to one kid, but totally help another. We talk about our math problems and have anchor charts where kids work through their math all around the room. Unfortunatly kids still need to know algorithms and steps. I can promise you--they will come across that one highschool or middle school teacher that wants to see every single step of their work. We have all had it happen to us, and some people aren't going to change. IF you are not introducing the algorithm at all, I think you would be doing an injustice to the kids.
A friend of mine came up with the phrase "Dirty Mary Smells Quite Bad" For the name, you would obviously substitute the name of a non-student. It stands for Divide, Multiply, Subtract, Question (is the remainder less than the divisor) and Bring Down.
As you know many mistakes happen when students do not realize that their remainder may contain another group, so the questions becomes the key.
02-11-2007, 06:39 PM
Simple View
