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SCO B4: Students will be expected to divide 2, 3 – and 4 – numbers by single-digit divisors and investigate division by 2 – digit divisors.

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Give a situation when you use division. This is your VISION OF DIVISION. Did you know that there are 6 visions of division? Examine the problems on each of the pages to follow and figure out what vision of division is being used. Student Activities: An Introduction

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The Visions of Division Examine the story problems presented by the teacher to try to discover the Visions of Division.

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The Visions of Division Area Average How many groups Rate Sharing Combination Identify the Vision of Division for the Word Problems presented by the teacher

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The area of a plot of land is 453 square metres. If the plot is 3 metres long, ABOUT how wide is the plot? Now calculate the exact width of the plot. Use Base-10 materials to find the answer. What VISION OF DIVISION is used in this problem? WORD PROBLEM

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HOW MANY ARE IN EACH GROUP? HOW MANY ARE USED UP? HOW MANY ARE LEFT? WORD PROBLEM: The Key Questions

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There are 356 bags of healthy snacks placed into four large cartons. ABOUT how many bags would be in each box? How many bags would be in each box? Use Base-10 materials to find the answer. What VISION OF DIVISION is used in this problem? WORD PROBLEM

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There are 568 tulip bulbs. They are packaged in sets of 5. ABOUT how many packages could be made from the bulbs you have? How many packages could be made? Use Base-10 materials to find the answer. What VISION OF DIVISION is used in this problem? WORD PROBLEM

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465 shared into 3 groups 4 539 divided by 4 The quotient of 624 and 7 Find the other factor: 349 ÷ 5 4 281 items with 4 in each group. How many groups? Practise Some More!

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869 items are placed in 20 boxes. How many items would be placed in each box? Use an estimation strategy to get your answer? How can what you just did help if there are 21 boxes instead of 20 boxes? Find an estimate of 2713 ÷ 31. WORD PROBLEM

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459 shared into 10 groups 786 divided by 20 The estimated quotient of 624 and 22 An estimated quotient for 9 118 ÷ 16 653 items with 30 in each group. How many groups? Practise Some More!

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B4.1 Use Base-10 blocks to model how to divide 489 by 7. Practise: Use Base-10 blocks to model how to divide 869 by 4. Roll a die three times in order to build a 3- digit number. Now roll a fourth time to get the divisor. Find the quotient. Student Activities

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B4.2 Fill in the boxes in the template below so that: – No digit is used more than once – There is no remainder – The resulting division sentence is correct Student Activities

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B4.3 Fill in the blanks in the template below to make the division sentence true. Student Activities 6 34

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B4.4 What division problem is being modeled in the picture shown to you by the teacher? Create a word problem that would be solved by this model. Practise with more models. Student Activities

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B4.5 612 students in a school are being bussed to a museum. The law states that a maximum of 45 students is allowed on each bus. Estimate how many buses will be needed. Now calculate how many buses will be needed. Student Activities

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B4.6 Look at the sample word problems below. Talk about the remainder? Can it be ignored? Is part of the answer? Or is rounded up? – A person has 78 cents. Pens cost 19 cents each. How many pens can the person buy? – 126 people need to be transported. Twelve passengers can travel in each van. How many vans are needed? – 75 metres of ribbon are to be shared among 10 students to make crafts. How much ribbon will each student get? What Vision of Division is used in each question? Student Activities

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B4.6 Continued Create word problems involving division by a 2-digit number for each of the following situations: – The remainder is ignored – The remainder is rounded up – The remainder is part of the answer Student Activities

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“Wow, I just learned the most exciting things about the division. I can hardly wait to call all of my friends!”

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When dividing a decimal by a whole number, divide as with whole numbers. Then place the decimal in the quotient directly above its place in the dividend.

When dividing a decimal by a whole number, divide as with whole numbers. Then place the decimal in the quotient directly above its place in the dividend.

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