Introduction to division

The students are introduced to the concept of division.

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The students learn how they can divide an amount evenly.

CCSS.Math.Content.3.OA.A.2

Students will be able to make simple division problems using images.

Ask for students to volunteer to calculate jumps on the number line and practice a few multiplication problems.

First you discuss the importance of calculating division problems. Next you explain that in a division problem you have a number of something and a number of groups into which that number must be evenly divided. To show this you show an example of 8 beads, that you are going to evenly divide over 2 strings. From here you can use the toolbar at the bottom right of the screen to navigate through the lesson (visual and abstract) to discuss the lesson goal in the order that you want. Otherwise you can just follow the pages in order and start with the problems with visual support. For these you explain how you solve a division problem by telling how a division problem works with pumpkins that must be divided into 5 wheelbarrows, next you practice this. After this you show images and the students must come up with the problem to go along with the images. Next you have the students make their own division problems through an image. Then you discuss the abstract problems. You first show how a division problem looks when you divide the number up in different ways. Then you show the division problem and show that a division problem is actually a backwards multiplication problem. Next the students practice with these insights.

Check whether the students can calculate division problems by asking the following questions:

- Can you tell and example of a division problem?

- What does the problem 10 ÷ 2 mean?

The students test their understanding of division problems through ten exercises. For some they are given visual support to help solve the problems, and others just the abstract problems.

You have the students solve another problem with visual support, and afterwards they practice with more abstract problems. Finally you can show division problems with the whole class. For example you can have ten students divide themselves into five groups.

You can have the students calculate division problems with concrete materials.

MAB blocks for each pair or other concrete materials.

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