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# week 10 Chapter 10 Division Sped 482

Clarion

GPA 3.54

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## Popular in Direct instruction in Mathematics

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This 3 page Class Notes was uploaded by Morrissette32 on Sunday April 10, 2016. The Class Notes belongs to Sped 482 at Clarion University of Pennsylvania taught by Mrs. Mohney in Spring 2016. Since its upload, it has received 11 views. For similar materials see Direct instruction in Mathematics in Special Education at Clarion University of Pennsylvania.

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Date Created: 04/10/16

Chapter 10 - Division Vocabulary Dividend – the number being divided Divisor – the factor given to separate the dividend Quotient – the answer Notes: Division is the inverse of multiplication. Division, in essence, is finding the missing factor. Stage 1 Conceptual stage; uses C&R for instruction 1. Removing equivalent disjoint sets - Given 6 flowers, let’s put 2 in each pot (Recommended by DI) 2. Arrays - Let’s see how many sets of 4 are in 20 (counts and circles) 3. Linear Models uses a number line – If we start at 20, how many jumps of 5 do we make to get to zero? 4. Repeated subtraction - How many groups of 4 in 12. Erase fours until we run out. Similar to #1 Preskills 1. Basic multiplication facts; 2’s and 5’s at least; not required to be fluent in all 2. Column subtraction with renaming; done to find a remainder Translating Division Facts Critical components: Identify division fact 10 ÷ 5 = 2 Read as- ‘5 goes into 10, 2 times’ ‘When we divide we start with a large group and make equal sized smaller groups’ The concept of remainders is introduced after students have learned about 20 division facts. Exercises to teach students division facts mentally are introduced about a week or two after the concept of division is introduced. Division with Remainders Models drawing lines and circle groups of 5 Point out left over ‘Read as 5 goes into 13, 2 times with a remainder of 3’ Remediation for Division with Remainders Quotient too small Explain: We are figuring 5 into a number, so the remainder must be smaller than Remainder must be smaller than the divisor Rule- “If the remainder is too big, we must make the answer bigger.” Mental check of remainder when solving Quotient too Large Recognition of problem – cannot subtract 30 from 28 Rule: If you can’t subtract, the answer is too big and you must make the answer smaller. Stage 2 • Operation stage; multi-digit problems; focus is to teach students to use algorithms to solve division problems • A significant amount of time is needed between stages to allow for memorization of basic division facts Long Form Advantage: presents a clear interpretation of what is involved in division Short Form Advantage: relatively easy set of preskills required to work these problems One-digit Divisors Two factors affect the difficulty of single-digit divisor problems: 1. The number of digits in the quotient. 2. The presence of zero in the quotient. Division with Two-Digit Quotient • Determine where to begin by underlining • Bring it down • Rule for finishing (Every digit after the underline has a number over it) Rounding to the Nearest Tens Unit Part A - Another way of saying 190 is 19 tens Part B - Rule: ‘If we have at least 5 in the ones column, we round off to the next higher tens unit.’186 closer to 180 or 190? Part C – Structured worksheet 142 is closer to 14 tens Model, lead, test Examples should be • ½ of the numbers to be rounded should have a numeral less than 5 in the ones column, and the other half 5 or greater • Approximately 2/3 should be 3-digit numbers, and 1/3 should be 2-digit numbers • Do not include numbers which the last two digits are 95 or greater and numbers with zero in the tens column (e.g., 397, 408)

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