Project #5 1.

The question that I asked two students in my class were: Susie has 8 cookies and she wants to divide the cookies between her and two of her closest friends. How many cookies will each of them get? If Susie had 800 cookies and she wanted to divide them between 8 people, how many would each of them get? If Susie has 8 magazines and she wants to split the magazines equally between her and two friends, how many would each of them get? How many magazines would be left over? 2. Interview Questions: -What type of problems are these three problems? -What is one way we can solve the first problem? -What can you draw to help you solve the first one? -In the second problem, how can we use basic math facts and place value to answer the second one because it has a larger number? -How did you figure that out? -How does changing 800 to 8 hundreds help you solve the problem? -Is there another way you can solve this problem? -For the last problem, why didnt you write the answer as a fraction like the first problem? It has the same numbers, what makes this answer different? -When is it okay to put the remainder in a fraction? -When is it okay to round up when we get a remainder? -When is it okay to not care about the remainder? -Which number is the division? Dividend? Quotient? 3. RUBRIC Students use of manipulatives: Used them once twice multiple times Student figures out a way to solve the problem: 1 way 2 ways 3 or more ways Student understands place value: Uses 8 hundreds Uses 80 tens Uses 800 Student does a fraction in answer: Correctly on the first problem Incorrectly Incorrectly on the last problem Correctly Student can explain how she got her answers 3/3 times 2/3times 1/3time 0/3times Student understands how to write the division problem yes/no Student understand the names of each number Yes/No Student overall understanding of division: 1. Understands how to solve a division problem in multiple ways and understands what to do with the remainder in certain problems.

2. Student does not understand how to write the remainder, but does understand the concept of division. 3. Student does not understand the concept of remainder, but understands the concept of place value. 4. Students does not understand the concept of place value but understand the concept of division and remainders. 5. Student does not understand division, remainders, or place value.

4. Materials: I gave students actual cookies to help them distribute them in the first problem as well as help them with the fraction at the end. I gave the students paper and a white board to draw out the problem or to make a chart. I gave the students base ten blocks to help with the second problem. I also gave the students the names dividend divisor and quotient when they had to label the names of each number. 5. Interviews: AGE: Fourth Grade, 10 years old I could help this student by explaining more thoroughly the idea of division using hands on materials. The first interview was with a little girl Cori who struggles with math. She knew that the problems were division problems but only probably because we had been working on them in math this week. She wrote down the problem as 3 divided by 8 and I asked her if she was dividing her friends to the cookies and she quickly changed the problem. Then I asked her how she was going to solve the problem and she instantly grabbed the cookies to help her figure it out. She did a great job at making three groups and then put two cookies in each group. Then she said. Each person gets three. I asked her what she would do with the last two cookies and she said, I guess just throw them away. I prompted her to think about it class when we did some fractions. I said, Is there anyway we can split these cookies so each person gets a part of the cookies? We figured out if we split each cookie into thirds, then each person would get 2/3 more cookie. The next problem she crossed out the zeroes and did 8 divided by 8 is each person gets 1 cookie and then add back on the zeroes and each person gets 100 hundred cookies. When I asked her why she took off the zeroes she had no idea. I showed her how to write 8 hundreds to keep the place value of the zeroes. 8 hundreds divided by 8 is 1 hundreds. I also showed her that 80 tens divided by 8 is 1 tens. We talked about how both of these would work. The last problems she did great on. She wrote 8 divided by 3 and said we already did this. It is each person gets 2. I asked her what we do with the magazines left over. She said that we cant split those up like the cookies so we will just have to throw them away. When I asked her what situations we could break up the remainder into fractions she said food. I asked when we would have to round the numbers up when we have a remainder and she

reminded me of a bus problem that we did in class that we had to round up so that there was another bus for the remaining children.

AGE: Fourth Grade, 9 years old I can help this student by using manipulatives but making sure that he understands that its not all the materials together and that it is the amount that each person gets of the materials. I think that the more he is exposed to this kind of thinking he will get it. All the students can benefit from using more manipulatives and a white board when learning about division so they can physically see what is going on before trying to do the standard way. The second interview I did was with Eddy. He struggles in math as well. The first problem he had no idea it was division. He said that it was multiplication and that it would be 24 cookies. I asked him to show me with the cookies. I read the problem again. You have three people and eight cookies, what do you do? Then he changed his answer to a division problem. He said okay so three people. And all eight cookies. He started giving one to one person one to another and one to the last. He continued again. The last round her realized there were two left. So I said how many did each person get? He said 2. Then I asked him, so what is 8 divided by 3? He then counted all the cookies in each group and said six! We talked about if we change 8 divided by three into a multiplication problem. I asked him if 3 multiplied by 6 was 8? He said no. and I said, Well what number multiplied by three is close to 8? He said that 2 was the closest and it equaled six. Then he finally understood. So 8 divided by three is 2 and then we have 2 left over. I asked what we would do with the cookies leftover. And he said he would split them in half. We tried that and they still didnt get a equal part so then we tried thirds. The next problem he started to draw on the white board eight circles and he was started to put 800 dots equally into each circle. I said that is a good way to try and figure it out but is there something you already know that can help you make 800 not so big of a number? In the second problem, how can we use basic math facts and place value to answer the second one because it has a larger number? He wrote 80 divided by 8 is 10. Then we talked about how taking off a zero isnt really taking off a zero but using place value. 80 tens divided by 8 is 1 ten. The last problem he needed to use a manipulative again so he used eight books. He started putting them in three groups. He had two left over. I asked what can we do with those? And he said, we can split them into three pieces. I said, would they be any use if we ripped them into three pieces? And he said no. Then we talked about what things we could put into fractions and what things we couldnt.