Series II -Set 2
In the second set, not all the multiples that are displayed will apply to the problem. Students will need to select the appropriate multiples from among those displayed, in order to solve the problem correctly. The purpose of this feature is to ensure that students gain the concept of using the closest multiple to the number presented in the quotient, during the tutoring process.
For use as a remedial tool or for students new to division.
• Each sheet has six problems. There are various divisors per sheet.
• All the multiplication facts required to solve each problem are given at the top of the problem in random order.
• The multipliers that make up the quotient are given in boxes shaded the same color as the boxes that form the quotient.
• The multiples of the divisor (which will be used for the subtrahends) are given in a box of a different shade, (color sheets) or a box with a patterned background (grayscale sheets). This pattern or shade is used to show the position of the subtrahends within the division scaffold.
• In problems where students obtain a difference when subtracting, the line where the differences are written is designated with a brightly colored or black boldface line.
• Lightly shaded arrows prompt students to bring down the next number and a box shows were to place that number. The new dividend is formed with this number and the remainder from the subtraction. (At first, I have students lightly circle this number.)
• The correct quotients are given at the bottom of the page. For fun and to reinforce that the problems have been done correctly, students reveal the six-letter mystery word by placing the letters that correspond with their solutions underneath the matching quotient.
FREQUENTLY ASKED QUESTIONS
Doesn’t it defeat the purpose of calculating the multiplication facts if students learn to write the answers to the facts by simply listing the multiples from the answer strip from the smallest to the largest number?
The purpose of the answer strip is to give students the answers they need. If they learn to simply write the answers using the smallest to largest number from the answer strip, they are still reviewing the multiples for that particular facts list, and practicing to recall them from memory.
In addition, students do not have to review a facts chart or compute the facts on a calculator which breaks their concentration and disrupts the memory process.
Once student figure out the first five problems, can’t they simply write in the last answer?
Students will know the answer of the last problem but they must still follow through with the calculation process. Learning the calculation process is the primary purpose of the worksheets; so knowing the quotient of the last problem does not interfere with the practice sequence.