Solving the division table of 7

Students learn to solve the division table of 7.

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The students learn to solve the division table of 7.

CCSS.Math.Content.3.OA.B.5/6

Students will be able to solve the division table of 7.

You ask students to volunteer to drag the flags into the correct order and ask them what they notice. They should answer that they make jumps of seven between each flag. Next you practice with the table of 7 on the board.

First you discuss the importance of solving division problems. Next you explain that in a division problem you have a certain number of something in each group and that in the division table of 7 you divide by 7 each time. For this you show an example of 14 balloons, that you are going to divide evenly between 7 hands. From here you can use the bar on the bottom right to navigate through the lesson (visual, abstract, story) in the order that best suits your learning goals. Otherwise you continue following the pages of the lesson in order and go on to problems with visual support. Explain how you solve a division problem by showing how a division problem works with images of stuffed animals that must be put into a box, next you practice by dividing a number of marbles between 7 barrels. After this you show images and the students must come up with a problem that matches the image. Then you show an image and ask a student to volunteer to divide the coins between the coin purses and the elephants between the 7 fields. After this you have the students solve division problems on their own through images. Next you discuss the abstract problems. You show the division table of 7. Next the students practice using these insights. Then you walk the students through the steps of solving a story problem. The students can click on the speaker to listen to the story.

Check whether the students can solve the division table of 7 by asking them the following questions:

- What does the problem 21 ÷ 7 mean?

- Can you name an example of a division problem?

The students test their understanding of the division table of 7 through ten exercises. In some of the exercises they get visual support, others are abstract division problems and other exercises are story problems.

You have the student solve another problem with visual support, then another abstract problem and another story problem. Next you can play division problem tag. A student says the name of another student and a problem from the division table of 7. The student who was just named must give the correct answer before they are tagged, otherwise they become "it".

You can have the students solve division problems using concrete materials by making groups of 7 with them.

MAB blocks or other concrete materials for each pair of students.

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