I believe math should be taught conceptually and through problem solving tasks! For this reason, a variety of activities are included!
Introduction and Review:
Class examples (designed for small group practice and whole group discussion) are given for both ‘Build Challenges’ and problem solving.
- There are ‘Build Challenges’ for students to use base 10 blocks to develop understanding of the concept. Students should also learn to draw these models, and the answer keys show this.
- There are opportunities for students to practice just basic computation.
- There are problem solving tasks. The quotients are not always whole numbers.
- Students should interpret the problem and all parts of the equation. Division is learned and practiced in context.
- Answer keys for task cards and a student recording sheet allow students to self-assess task cards and share information with the teacher.
- A ‘ticket out the door’ gives the teacher information to form differentiated groups.
In fifth grade, students are not expected to learn the standard algorithm for division, but they should understand the concept and have strategies to conceptually solve the problems. The standard algorithm is sixth grade curriculum.
A black and white version with limited graphics for all task cards and solutions is included. This is for those who do not have access to color and want to save ink.
CCSS.MATH.CONTENT.5.NBT.B.6: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
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