This presentation is the property of its rightful owner.
1 / 11

# Constructing the Meaning of Division PowerPoint PPT Presentation

Constructing the Meaning of Division. Math Alliance June 29, 2010 Beth Schefelker, DeAnn Huinker, Melissa Hedges & Chris Guthrie. Learning Intentions & Success Criteria. We are learning to… Use contextual situations to explore the meaning of division

Constructing the Meaning of Division

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

## Constructing the Meaning of Division

Math Alliance

June 29, 2010

Beth Schefelker, DeAnn Huinker, Melissa Hedges & Chris Guthrie

### Learning Intentions& Success Criteria

We are learning to…

• Use contextual situations to explore the meaning of division

You will be successful when…

• Explain why the various division procedures are valid based on the meaning of division.

### Planning a vacation…

Four friends are going on vacation together. They decide to rent an RV. The cost for the RV is \$640.00. They agree to equally split the cost. How much will each friend pay?

### Sharing strategies…

• What language was used to explain the strategy?

Now…

• Use place value models to demonstrate your strategy.

• How did the place value models

• support your use of concept-based language?

• push you to visualize the situation differently?

### Meaning of Division

• Turn and Talk:

• What is division?

• Beckmann

• Two natural ways to interpret division and both are useful.

### Consider the following:

Context #1

Evan has 24 apples. He put them into bags containing 6 apples each. How many bags did Evan use?

Context #2

Evan has 24 apples. He shares them equally among 6 friends. How many apples will each friend get?

What is the answer in each context?

How might a young child

model each problem?

## You might say the answer is “the same.”

But is it?

### Two Interpretations for Division

• Context #1 – Measurement

Evan has 24 apples. He put them into bags containing 6 apples each. How many bags did Evan use?

• Known: Size of group

• Unknown: Number of groups

• Context #2 – Partitive

Evan has 24 apples. He shares them equally among 6 friends. How many apples with each friend get?

• Known: Number of groups

• Unknown: Size of groups

### 8 ÷ 2 = 4

Javier has 8 marbles. He equally shares them with his friend Jesús. How many marbles will each boy get?

Partitive asks “how many are in each group?”

Javier has 8 marbles. If he puts 2 marbles in each bag, how many bags will he need?

### Identifying Division Situations

• Act out each problem with the counters using the “Division Work Mat.”

• Identify if the problem is a measurement or partitive situation.

• Draw a sketch. Write an equation. Label each accordingly

### Homework

• Homework

• Read pp. 289-293 from Beckmann

• Complete these problems following the instructions in the book:

• p. 187 #1

• p. 191 #1a, #1b, #1e

• Due July 6, 2010