mag 6.2.35 3...teacher!writes!an!example!sum!on!the!board,!such!as!670!÷6!=.!!...
TRANSCRIPT
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Introductory Ac,vity -‐ Dividing by 10, 100 0r 1000 Resources: “Number Slider” resource Structure: Small Group Give each learner a printed version of the document found on the following link h<p://?nyurl.com/o2t9b6x Each learner creates a number slider. Discuss how our number system is a base ten model, explaining that when we have ten of one item, we place it into the next place value house. Explain that because we are a base ten number system, when dividing by tens, we just need to move a number into the previous place value house. Show an example, such as “60 ÷ 10”. • Ask learner to write a “60” on the number slider in pencil. Demonstrate now how when dividing by 10, we simply slide
the number one spot over to the right so the “6” is now in the “ones” column. • Ask learner now what is in the “Ones” column. Repeat this process several ?mes with different examples ask learners use yellow fish thinking and look at the process. Once learner are comfortable this idea, experiment with dividing with other numbers such as 100 and 1000. Op?onal -‐ This may be a great opportunity to link learners understanding of mul?plying by 10, 100 and 1000. Process Ac)vity -‐ Split and Divide-‐ Single Digit by Double Digit Resources: “Division Grid 1” resource and whiteboard marker -‐ Please note that this grid is only used for double digit divided by single digit sums. Structure: Small Group Introduce the “Division Grid” resource.
Australian Curriculum Indicator YR 6 Select and apply efficient mental and wri<en strategies and appropriate digital technologies to solve problems involving all four opera?ons with whole numbers (number and place value). ACMNA 123 Key Ideas • Use a range of strategies for division of whole
numbers. • Select and apply appropriate mental, wri<en or
calculator strategies for division. • Use appropriate strategies when solving problems in
real life situa?ons. • Divide large numbers by two digit numbers. • Divide numbers resul?ng in remainders. • Divide whole numbers resul?ng in decimals to
hundredths. Resources FISH Ac?vi?es in resource folder Vocabulary division, digits, remainders, divisor, dividends, strategies, whole numbers, opera?ons, factors
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Teacher writes an example sum on the board, such as 670 ÷ 6 =. Discuss with learners that this number is not division friendly. Ask learners to suggest how this could be changed to es?mate the answer to make it more division friendly. A typical sugges?on might be to change the number to 666. If we divide 666 by 6 the answer should be 111. Now we know our actual answer should be close to 111. Ask learners to iden?fy what strategies they are using Work out the actual problem 670 ÷ 6 = and compare the two solu?ons. Complete the process again with a new division. Process Ac)vity -‐ User Friendly Resources: None Structure: Whole Class Revise factors and factor trees as taught in MAG 6.1.2 Write an example on the board, such as 48 ÷ 6 =. Have learners write the factor tree for the divisor (6). Now rearrange the factors to make it more user friendly such as (48 ÷ 2) ÷ 3 = Work out the actual answer now and complete again with new examples. Process Processes -‐ Divisibility Rules Resources: “Division Rules” resource card and whiteboard markers. Structure: Small Group Explain to learners that there are special rules which we can use to instantly work out if a number will be divisible by a divisor. The rules are the following.
• Explain to students that we are going to divide the double digit number by the single digit number by splidng them into their parts.
• Write the sum “69 ÷ 3 =” in the yellow shaded box.
• Now break each number into their expanded nota?ons, with the first number “69” going ver?cally down the grid and the second number “3” going horizontally.
• Now divide each of the lef column numbers with each of the right column numbers. (60 ÷ 3 = 20) and (9 ÷ 3 = 3).
• Repeat the same process with new
sums. • Ask learners to describe their thinking
while comple?ng the process
Process Ac)vity -‐ Division Friendly Resources: None Structure: Whole Class Elicit ideas from learners about the importance of es?ma?ng an answer to a problem before working it out to test the reasonableness of the answer. Record ideas without judgement . Ask learners to iden?fy important ideas
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Hand out resource card Division Rules. Have learners write ten different numbers ver?cally down on the lef hand column. Learners ?ck the boxes if they are divisible by each divisor. (Please note that the “8” divisor has been lef out as students can find this rule confusing. Complete again with new numbers. Ac)vity Process -‐ What’s My Remainder Resources: “Remainder Game Flashcards” resource cards. Structure: Whole Group Set up five sta?ons at different posi?ons around the room (or outside). Each learner stands in the middle of the room. The teacher calls out a double digit division sum with a single digit divisor (or writes it in the board) which contains a remainder from 1-‐5 only Learners work out the sum as quickly as possible and move to the sta?on which they feel is the correct remainder. If they move to the correct sta?on, they remain in the game, if incorrect they are eliminated. Con?nue playing un?l only one person remains. Play again with new examples.
Ac)vity Processes -‐ Working With Remainders 1 Resources: “Division Mat” resource card and counters. Structure: Small Groups • Have each learner receive a “Division Mat” resource card. • Each learner gets 26 counters and place them on the white
space on the mat. • Tell learners we are going to share them between five
people. Have them share them into the 1-‐5 boxes. Do we have any lef over? Explain that is the remainder.
• Play again with new numbers.
Ac)vity Processes -‐ Working With Remainders 2 Resources: “Division Wheel” resource card and whiteboard markers. . Structure: Small Groups Have each student receive a “Division Wheel” resource card. The teacher write a number in the middle of the wheel. In the next layer out, write different divisors.
Dividend Rule
2 The last digit is even (0, 2, 4, 6, or 8)
3 The sum of the digits is divisible by 3
4 The last two digits are divisible by 4
5 The last digit is 0 or 5
6 If it is divisible ny 2 or by 3
8 If the last three digits are divisible by 8, then the en?re number is also divisible by 8
9 The sum of the digits is divisible by 9
Learners now use the middle number and the divisor to write the answers in the outer layer of the wheel. Complete again with a new number in the middle and new divisor.
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Ac)vity Processes -‐ Remainders Verses Decimals Resources: “Division Mat” resource cards and “Tens and Hundreds” resource cards. Structure: Small Group • The teacher sets a division sum on the board which
will result in a remainder.
• Learners solve the sum independently.
• Ask learners to check on their calculator to see if their solu?on was reasonable.
• Ask learners what they no?ce about their ini?al solu?on compared to the calculator answer. (The calculator has decimals)
• Explain to learners that we are going to start working out our division sums with decimals from now on instead of remainders.
• Have each learner receive a “Division Mat” resource card.
• Each learners gets 21 “small hundreds” from the resource “Tens and Hundreds” and place them on the white space on the mat.
• Tell learners we are going to share them between ten people. Have them share them into the 1-‐10 boxes.
• Do we have any lef over? Explain that is the reminder that we are going to turn into a decimal
• Cut the one lef over hundred into ten groups of 10 and share them with the ten boxes on the mat. Each box now has 10 wholes and one group of 10 from the hundred that was cut up. This means that our answer is that everyone receives 10 wholes and .10 of the cut up hundred, which we write as 10.10. Complete again with new examples.
Ac)vity Processes -‐ Decimal Applica)on Resources: Whiteboard Structure: Whole Class Learners will need con?nued prac?ce and applica?on of the following four division concepts. Once learners are confident with the first stage of learning, con?nue through the more advanced stages. Stage 1 -‐ Single Digit Divisor Resul)ng In Decimal Remainders Example: 426 ÷ 3 = Stage 2 -‐ Dividend Containing A Decimal Being Divided By A Single Digit Divisor Example: 457.26 ÷ 3 = Stage 3 -‐ Double Digit Divisor Resul)ng In Decimal Remainders Example: 426 ÷ 23 = Stage 4 -‐ Dividend Containing A Decimal Being Divided By A Double Digit Divisor Example: 457.26 ÷ 23 = Extensions and Varia)ons
1. Division Number Board Resources: “Division Number Board” resource and whiteboard markers. Structure: Small group. Each learner receives a “Division Number Board” resource which in the boxes has a range of divisors. The teacher gives each child a different two-‐four digit number to write in the cloud. The learners must then fill in the rest of the card by using the different divisors. Complete the same process with different numbers. 2. Division Bingo Resources: Division Bingo resource and whiteboard markers. Structure: Small group. Game 1 -‐ Division Bingo Each learner receives a “Division Bingo” resource card. They write numbers on the grid which might be the answers for different division problems. The teacher writes a sum on the board, such as “200 ÷ 20=”, learners work out the answer and if they have that answer on
Mathema?cians ask ques?ons, before, during and afer doing a problem
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Games and resources for teachers and learners. Interac?ve games and anima?ons to help teach division facts to students. Resources for teachers such as flashcards and videos to show the class. Generates worksheets which can be used for division, such as number problems and word problems Inves)ga)on Resources: “Division Inves?ga?on” resource Structure: Individual Give each learner a Division Inves?ga?on resource sheet. Learners need to find both divisors and dividends which will work with the relevant informa?on already presented. Assessment Learners are given ten ques?ons which have already been solved, however, some of the answers are incorrect. It is the learner’s job to find any mistakes and correct them. Links to other MAGs 5.S1.8 -‐ Mul:ply/Divide 5.S2.39 -‐ Mul:plica:on 6.1.2 -‐ Prime and Composite 6.2.21 -‐ The Four Opera:ons 6.2.34 -‐ Mul:plying Like Rabbits
their card they cross it out. Depending on the amount of ?me you have, con?nue this process un?l learners have either a whole line complete on the resource, or have completed the whole grid. Stage 2 -‐ Remainder Bingo Each learner receives a “Division Bingo” resource card. Learners write numbers on the grid which might be the remainder for different division problems. Learners are allowed to double up on the same numbers. The teacher writes a sum on the board, such as “45 ÷ 6=”, learners work out the answer and if they have that remainder on their card they cross it out. If they have the same number more than once, they must only cross out one for each sum. Depending on the amount of ?me you have, con?nue this process un?l learners have either a whole line complete on the resource, or have completed the whole grid. Stage 3 -‐ Decimal Bingo Each learner receives a “Division Bingo” resource card. Learners write numbers on the grid which might be the decimal remainder for different division problems (such as .25, .50, .10 etc). Students are allowed to double up on the same numbers. The teacher writes a sum on the board, such as “21 ÷ 10=”, learners work out the answer and if they have that decimal remainder on their card they cross it out. If they have the same number more than once, they must only cross out one for each sum. Depending on the amount of ?me you have, con?nue this process un?l students have either a whole line complete on the resource, or have completed the whole grid. Digital Learning -‐ Division Teacher Resources Resources: h<p://www.math-‐aids.com/Division/ Structure: Teacher resource Games and resources for teachers and learners. Interac?ve games and anima?ons to help teach division facts to students. Resources for teachers such as flashcards and videos to show the class. Generates worksheets which can be used for division, such as number problems and word problems. Digital Learning -‐ Division Interac)ve Resources Resources: h<p://resources.woodlands-‐junior.kent.sch.uk/maths/division.htm Structure: Teacher resource
Assessment D ND
Able to iden?fy informa?on that is important to solving the problem, and determine what is missing
Able to use appropriate mathema?cal vocabulary to explain thinking
Able to describe strategies and methods used to successfully solve problem
Able to solve problem pose a similar problem for another learner