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coggin07 coggin07 is offline
 
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Division
Old 11-24-2007, 10:26 PM
 
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I need help with hands-on division lessons! Anybody have any ideas? I saw the other post but, is there anything else?
Thanks!


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Pennies on a Plate
Old 11-25-2007, 02:12 PM
 
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I introduce 2-3 fact families per week. I repeat the same process for introducing the different math facts so the students become very familiar with the process of multiplication and division.

I make kits for every 2 students in my class. The kit consists of 10 - 6 paper plates and 100 pennies stored in a quart plastic baggie. (Although, you can use anything that is small such as sunflower seeds, beans, etc.)

1. I give the students a problem.

2. The students take out the number of pennies to represent the dividend and take the number of plates to represent the divisor.

3. I then have them equally divide the pennies out on the plates.

4. Any pennies left over would then be the remainder (I do not begin with problems with remainders).

5. I then have them record the facts in written form.

6. After the students have explored with this activity they begin to really understand the process.

It takes 5-6 weeks to introduce all of the fact families. I focus on the same facts for the week. Although, at the end of the week I have also taught them how to multiply a two digit number by a one digit number, how to solve long division problems, how to convert a whole number into an improper fraction, convert an improper fraction to a whole number, along with the basic multiplication and division facts.

I hope you understand my explanation.
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Old 11-25-2007, 04:30 PM
 
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Thank you for the advice. I will try that and see how it works. What do you do for those children that catch on really easily?(G/T)
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Old 11-25-2007, 05:57 PM
 
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I do a lot of what the previous poster said, although nothing quite as elaborate. I simply dig out all my manipulatives and we use those to divide into equal groups, with remainders.

I typically do all early division teaching in small groups so I can really see who gets it and who doesn't. For those who get it easily, I move them onto the long division algorithm (Does McDonalds Serve Cheeseburgers) and show them how to show the steps. I also give them story problems, as those are typically a little harder.

This is why I like working in small groups. I can take the time with those who need to be pushed forward and/or to take it slower.

With my group this year, it is nearly impossible to teach whole group!!
Too much variance between high and low!
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thank you
Old 11-25-2007, 06:04 PM
 
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Thanks for all the help! This is my first year in 4th grade. I taught Pre-K the last two years and did need to divide. !


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Division
Old 11-25-2007, 06:14 PM
 
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I posted about this also. I had one person tell me they used fruit loops. I am going to try that and the GUMS idea from another poster.
I can hardly wait until Monday
Jennifer
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Small Groups and Extending high students
Old 11-25-2007, 06:16 PM
 
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I introduce the facts the same way for all students. The students work through the activities at their individual speeds. Those that finish early move onto other math activities. I also run small groups so I can introduce more difficult problems to the higher students.

I hope this helps.
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Does McDonalds Serve Cheeseburgers)
Old 12-04-2007, 06:55 PM
 
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Hi what does the above mean? My children are struggling with division. They cannot do the divison through they get lost, so we have been practicing and practicing. Any help would be appreciated
Gidget
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Every McDonalds Sells Cold Drinks or Fries
Old 12-06-2007, 06:31 PM
 
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This is the phrase I use to help students remember the steps to follow a long division problem.

89 divide by 7

E - estimate how many 7s go into 8
M - multiply 7 times the estimate
S - subtract
C - compare if the difference is less than the 7
D - drop a number

and repeat from E

OR

F - finish the problem
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