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Division worksheet - Printable Mystery Math Division Tutor – Set D Grayscale

Set D

No remainders; beginning level regrouping in the subtraction process. Students are introduced to regrouping when subtracting.

-Students review

a) The placement of quotient factors in the 1st and 2nd positions.

b) Finding the closest multiple to the digits in the divisor.

c) Combining the remainder and the bring-down number to form

the next number to be divided

-Problem construction— 4-digit dividends and single digit divisors from 2s-9s.

Activity Purpose

The purpose of the program is to teach the algorithm of long division in a way that allows the student to think through the process with minimal verbal input from the teacher.

Activity Users

3rd- through 12th grades

The program was developed initially for use as a remedial tool but has proven to be effective for instructing students who are learning to divide for the first time.

Activity Features

a) Each sheet has six problems. All the problems on the sheet have the same divisor.

b) Students calculate the multiples for the given divisor (multiplication facts 0-9) and check their answers, given in random order, at the top of the page before starting to divide.

c) Students match the pattern or color in the division problems with the color or pattern where the multiples are written in the multiplication facts at the top of the page.

d) Factors that will make up the quotient are placed in the shaded or colored boxes that match the shading or color in the list of multiplication facts.

e) In problems where students obtain a difference when subtracting, the line where the differences are written is designated with a boldface line.

f) Lightly shaded arrows prompt students to bring down the next number and a box shows were to place that number. When there is a difference to be combined with the bring down number in order to form the new dividend digit, a black or brightly colored bold line indicate this number. (At first, I have students lightly circle this number.)

g) The correct quotients are arrranged in random order at the bottom of the page. If the students calculate the quotients correctly the mystery word will be revealed after they've placed the letter corresponding to each quotient underneath its given match.

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Frequently Asked Questions

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Question

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?

Answer

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.

Question

Once students figure out the first five problems, can’t they simply write in the last answer?

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.

Set D

No remainders; beginning level regrouping in the subtraction process. Students are introduced to regrouping when subtracting.

-Students review

a) The placement of quotient factors in the 1st and 2nd positions.

b) Finding the closest multiple to the digits in the divisor.

c) Combining the remainder and the bring-down number to form

the next number to be divided

-Problem construction— 4-digit dividends and single digit divisors from 2s-9s.

Activity Purpose

The purpose of the program is to teach the algorithm of long division in a way that allows the student to think through the process with minimal verbal input from the teacher.

Activity Users

3rd- through 12th grades

The program was developed initially for use as a remedial tool but has proven to be effective for instructing students who are learning to divide for the first time.

Activity Features

a) Each sheet has six problems. All the problems on the sheet have the same divisor.

b) Students calculate the multiples for the given divisor (multiplication facts 0-9) and check their answers, given in random order, at the top of the page before starting to divide.

c) Students match the pattern or color in the division problems with the color or pattern where the multiples are written in the multiplication facts at the top of the page.

d) Factors that will make up the quotient are placed in the shaded or colored boxes that match the shading or color in the list of multiplication facts.

e) In problems where students obtain a difference when subtracting, the line where the differences are written is designated with a boldface line.

f) Lightly shaded arrows prompt students to bring down the next number and a box shows were to place that number. When there is a difference to be combined with the bring down number in order to form the new dividend digit, a black or brightly colored bold line indicate this number. (At first, I have students lightly circle this number.)

g) The correct quotients are arrranged in random order at the bottom of the page. If the students calculate the quotients correctly the mystery word will be revealed after they've placed the letter corresponding to each quotient underneath its given match.

***************************************************

Frequently Asked Questions

***************************************************

Question

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?

Answer

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.

Question

Once students figure out the first five problems, can’t they simply write in the last answer?

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.

Total Pages

16 pages

Answer Key

Included

Teaching Duration

30 minutes

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