Delightful Division!

This week we have been improving our division skills.

Specifically, our learning focus has been: To apply appropriate strategies to solve division equations mentally.

In order to improve our mental division strategies, we completed a variety of lessons practising several helpful strategies.

Some of these strategies are:

• Skip counting
• Counting on from a known fact
• Using inverse operations (this is the relationship between multiplication and division).

We discussed that all division problems can be solved using your knowledge of multiplication. This is a very helpful method to solve division problems!

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Of course, sometimes the number you start with (the dividend) isn’t evenly divisible by the number of groups (divisor). In this case, you have remainders. During the week, students used their times tables and skip counting skills to solve a variety of remainder problems.

During the week, students could challenge themselves by using larger dividends and divisors to extend their knowledge.

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The slideshow below has images of dominoes. Try to say or write the multiplication and division fact family using the number of dots on each domino to create inverse operations.

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Division can be a tricky process but it has been excellent to see the 3/4C students show a lot of persistence and determination to succeed with this mathematical concept.

It is important to keep practising multiplication and division facts as we use them regularly in everyday life!

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Dynamic Division!

This week we have been improving our division skills.

Specifically, our learning focus has been: To apply appropriate strategies to solve division equations mentally.

Our goal by the end of the year is to have automatic recall of all division facts up to 10 x 10.

In order to improve our mental division strategies, we completed a variety of lessons practising several helpful strategies.

Some of these strategies are:

• Skip counting
• Counting on from a known fact
• Using inverse operations (this is the relationship between multiplication and division).

Some division facts lend themselves to specific strategies. For example:

When you ÷1, the answer will always be the number you started with

When you ÷ 2, you can just halve the number you started with

When you ÷ 4, you can halve the number you started with, and then halve your answer

When you ÷ 8, you can halve the number you started with, then halve your answer, then halve your answer again.

We discussed that all division problems can be solved using your knowledge of multiplication!

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Of course, sometimes the number you start with (the dividend) isn’t evenly divisible by the number of groups (divisor). In this case, you have remainders. During the week, students used their times tables and skip counting skills to solve a variety of remainder problems.

During the week, students could challenge themselves by using larger dividends and divisors to extend their knowledge.

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One of our activities this week involved students selecting a variety of dominoes and using the number of dots on each side of the domino to form a fact family of multiplication and division equations. Fact families come from the inverse operation relationship between multiplication and division.

The slideshow below has images of dominoes. Try to say or write the multiplication and division fact family using the number of dots on each domino to create inverse operations.

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