7 of 7 linked standards shown.
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| Mathematics: Number and Algebra - Fractions and decimals |
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| Mathematics: |
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| General standards |
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| Numeracy: Number, Money and Measure |
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| General standards |
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| Mathematics KS3: Geometry and measures |
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| Elementary Math: Knowledge and Skills |
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Learners will have a brief recap of division by ten and one hundred. They will then connect whole number division and decimal division, with both dividend and divisor.
Division by 10 and 100, including decimal quotients
Have whiteboards ready for individuals or for partners or groups to share. Workbooks should be available electronically or in paper format for groups or individuals. Have the Martys for use charged and ready to act.
| Timing | Activity | Possible adaptations |
|---|---|---|
| — | Warm-upShare with learners the learning objectives and success criteria for the lesson (slide 2 from the presentation). Present learners a series of quick-fire division questions, initially with whole number answers and then with decimal numbers, initially linking the whole number and decimal questions but later making them more random. These questions are presented on slide 3 of the presentation. | — |
| Timing | Activity | Possible adaptations |
|---|---|---|
| — | Get learningAfter learners have had the chance to revise the connection between whole number and decimal quotients, display how this process works when first the divisor and then the dividend have decimal digits. The examples in the presentation, starting on slide 4, will begin with questions that have whole answer dividends, divisors, and quotients, then the divisor will be one tenth its value. Time will be taken to explore what the change to the dividend means in terms of the question and how that affects the quotient. This will be followed up by looking at changes to the divisor. After the two transitionary methods, learners will practice their estimation skills to determine if their answer is reasonable or not. This will involve rounding their divisors or dividends to the nearest whole number, or other value of their choice and checking it against the answer they calculate. | — |
| — | Time for PracticeLearners will be given practice questions where they will be able to show their work with whichever method they choose. Additionally, Marty will be used as a check to say whether their work checks out as correct or not. There is code in the teachers guide that will command Marty to perform an action to indicate correct and one to indicate incorrect, when learners type in the question and the answer they calculated. You will need to pre-program the code into Marty and have learners run the program with Marty visible on the tablet or device so that values can be entered. |
| Timing | Activity | Possible adaptations |
|---|---|---|
| — | CooldownBring learners back together to discuss the learning. Ask them if there were any division questions they found tricker than others. Suggested questions you might ask:
Carry out any end of lesson routines. | — |
SupportRemind learners of the names for each place and how they relate: hundreds are 10x tens, tens are 10x ones, etc. Do the same in reverse: hundredths are 1/10 tenths, tenths are 1/10 ones, etc. Unifix 10 rods and 1 and 100 cubes can support learners in seeing the comparative value. |
Encourage learners to create related facts for each of the questions in their workbook: the multiplication questions that are related to each of the division questions as well as the additional division question.
