Interpreting the Quotient

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Presentation transcript:

Interpreting the Quotient Lesson 1.13:

Divide For each, say the multiplication sentence. On your board, write the division sentence. 2 x 3 3 x 3 5 x 3 9 x 3 Divide

Mark spends $16 on 2 video games. Each game costs the same amount Mark spends $16 on 2 video games. Each game costs the same amount. Find the cost of each game. Solution Application Problem

Guided Instruction Concept Development Pictorial 3 students equally share a pack of 12 pencils. What information do we know from reading the story? The total pencils and the number of students. How does the tape diagram show the story?

Guided Instruction Concept Development Pictorial The whole diagram represents 12 pencils, and it’s divided into 3 parts. Those are the students. We don’t know how many pencils each student gets, that’s what the question mark represents. Write a division sentence to find how many pencils each student gets. 12 ÷ 3 = __

Guided Instruction Concept Development Pictorial Draw my tape diagram on your personal board. Then draw to share the 12 pencils equally among the 3 students. Complete your division sentence. Write 12 ÷ 3 = 4 Check your work by writing a multiplication sentence.

Guided Instruction Concept Development Pictorial A school buys 12 boxes of pencils. Each class gets 3 boxes. How many classes get boxes of pencils? What information do we know from the problem? The total boxes and the number of boxes each class gets.

Guided Instruction Concept Development Pictorial The box drawn with a solid line represents the number of boxes 1 class gets. We used the dotted line to estimate the total boxes. How should we label the unknown on this diagram? It’s the number of classes that get boxes. Where can I record my question mark?

Guided Instruction Concept Development Pictorial Under ‘12 boxes’ write ‘? Classrooms’. On your personal board, skip-count by three to draw more units in the tape diagram. How will you know when to stop? We stop when we get to 12.

Guided Instruction Concept Development Pictorial Use the tape diagram to write and solve a division sentence that represents the problem. 12 ÷ 3 = 4. It’s the same division problem as before. What does the 4 represent in this problem? It’s the number of classes that get boxes of pencils which is the number of groups.

Guided Instruction Concept Development Pictorial Use a tape diagram to show division with both types of unknowns as the number of groups and the size of the groups. 18 ÷ 3 21 ÷ 3 Turn and share with your partner.

Guided Instruction Concept Development Abstract Directions: Write division problems to represent each diagram. Label each tape diagram, including the unknown. The tape diagrams and division sentences show solutions. Write a word problem to match each solution. Save the word problems to compare with other groups during the student debrief.