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Separating Equal Groups of Tens and Ones

# Separating Equal Groups of Tens and Ones

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Comprehensive Teacher's Guide Grades 1-2 Lesson 4-5
Comprehensive Teacher's Guide Grades 1-2 Lesson 4-5

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07/09/2013

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105
4-5
Separating Equal Groups
of
Tens
and
Ones
4-5
T
o work with division of larger numbers,we focus on the “sharingmeaningof division because it is very simple to model.This approach builds onchildren’s intuitive sense of how to share materials fairly.Children begin byshowing the total number in its base ten representation,that is,by usingblocks-of-10 and single blocks.They then share the blocks fairly among agiven number of groups and tell the number in each group.Through thismodel,the children learn that the basic meaning of division applies to thelarger blocks as well.
®
Sharing Blocks-of-10 and Ones
Remind the children that so far they have been using the single blocks tomodel division, and explain that now they are going to use the larger blocksas well. Present a story problem about blocks. For example:
Two children want to share 46 blocks.How many blocks should each child get?
Choose a volunteer to start the modeling and ask,
How can we show 46 on the Place mat?
When 46 has been represented on a Place mat with blocks-of-10 and singleblocks, select two more volunteers to dramatize the problem.Given an intuitive sense of fairness, the two children who are sharing willnaturally each take 2 blocks-of-10 and 3 single blocks. Order doesn’t matter at this point; they may start with either the blocks-of-10 or the single blocks. Encourage the children to describe what they did. Also have them set theDigit Flip Cards to show the number in each group. Then have them connecttheir work to the number sentence 46÷2 = 23.To reinforce the relationship between multiplication and division, ask,
If we put these groups of blocks back together, how many will there be? How doyou know?
Give more examples that don’t require children to unpack (regroup), such as28÷2, 63÷3, and 88÷4. Have children model these examples.
Focus
Exploring division with the blocks and thePlace mat

106
Next ask two volunteers to share 30 (3 blocks-of-10) fairly. Most likely, thetwo children will quickly take 1 block-of-10 each. Some may not know at first what to do with the remaining block-of-10, but because they know that thereare singles inside the blocks, some children will likely suggest unpacking.Children can then distribute the 10 single blocks so that each of the volunteersgets 5. Again, have children set the Digit Flip Cards to show the number ineach group and then write the related number sentence 30÷2 = 15.Finally ask three children to model 45÷3. First they represent the 45 with 4blocks-of-10 and 5 single blocks. Children tend to begin the sharing process with the largest blocks; you might encourage them to do so, if they do not.Have several children relate the story of how their classmates shared the blocks.Through such retellings, children repeatedly hear the process of first sharingblocks-of-10, unpacking the blocks-of-10 that remain, and then sharing thesingle blocks.Children should have many opportunities to separate equal groups consistingof blocks-of-10 and single blocks. Connect the process to division examplespresented in both vertical and horizontal forms, as well as to a variety of story problems. To encourage children to reflect on the process, ask questionslike these:
How many blocks-of-10 will each group get?Why are you unpacking that block-of-10?How many new single blocks will there be? Why?
For a greater challenge, you can extend these ideas to three-digit numbers.Children will discover that they can use exactly the same procedures as for division of two-digit numbers.
4-54-5
Children can use the blocks to model division examples that require regrouping.To find 30
ǃ
2,they must unpack one block-of-10.