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The goal of this lesson is to further develop the sharing concept of division by using objects. Students will have one and two digit quotients with and without remainders.
Lessons for Introducing Division, by Maryann Wickett, Susan Ohanian, and Marilyn Burns (Math Solutions Publications)
Students use division informally long before they receive any classroom instruction. One type of division strategy is known as sharing or partitioning. Students divide objects by sharing them one by one until there arent any more or there arent enough to go around. For example, if they want to share 20 cubes in 4 rows, they place one cube in each row until each row has five cubes. The goal of this lesson is to further develop the sharing concept of division by using objects. Students will have one and two digit quotients with and without remainders. These concepts will take several days to develop.
Prior to this lesson, the students should already know that multiplication and division are inverse operations. They should have some experience with building arrays by dividing individual cubes into equal rows with a "0" remainder. (For example, if 15 cubes are divided equally into 3 rows, there will be 5 in each row. I can check this answer because an array with 3 rows of 5 cubes have a total of 15 cubes.) The students would also be able to interpret this information in a simple story problem (e.g., if 15 pencils are divided equally among 3 students, how many will each student get?).
1. Demonstrate a positive learning attitude toward mathematics.
3. Reason mathematically.
4. Communicate mathematically.
5. Make mathematical connections.
6. Represent mathematical situations.
Invitation to Learn
Read the book Remainder of One. Have students use 25 cubes to make the rectangular arrays discussed in the story (e.g., 2 rows of 12, 3 rows of 8, 4 rows of 6, and 5 rows of 5).
Answer: 15 R 2
Play Leftovers Game using larger numbers and a 4 - 9 number cube.
Homework & Family Connections
Play Leftover game. Teach a member of your family how to do long division. Return a note indicting the shared mathematical experience between the family member and the student.