Maths

We are using our proficiencies to assist us recalling information and choosing the best method to solve a problem. To compare so that we can explain our reasoning. To plan how we will solve a problem. And to demonstrate how we solved a problem.

Lesson 1 Focus: Division

Learning Intention:

We are learning about division through sharing

Success Criteria:

I can use the sharing strategy to solve simple division problems

Vocabulary.

Share. Equal. Divide. Divide by. Groups of. Remainder. In to. How many each gets? Repeated subtraction. Partitioning. Inverse. Long Division. Bus Stop. Remainder

Quotient - The answer to a division problem.

Dividend - The bigger number being split into groups .

Divisor - The number of groups that the Dividend (Bigger Number) is being shared into.

example 24 (Dividend) ÷ 6 (Divisor) =4 (Quotient)

Warm-Up/Hook:

Year 2:

Times Tables Boot Camp

Year 1:

Number Sense - Trusting the count

Hook:
Students to move into the equal groups that the teacher calls out. For example;
4 lines of 4

2 lines of 2

Mini Lesson:
Watch 'How to Share Equally'. Discuss division through sharing and its connection to multiplication.

Independent/Differentiated Practise:
Teacher directed lesson- Students are to work with 12/20/24 counters (or other manipulative). Students share counters evenly between them.

For Example: If you have 12 counters, and you need to share them evenly into 2 groups...how would you do this? How many in each group?

Reflection:

au-n-294-i-can-divide-objects-into-equal-groups-activity-sheet_ver_1.pdf

t-he-163-division-by-equal-sharing_ver_6.pdf

We are using our proficiencies to assist us recalling information and choosing the best method to solve a problem. To compare so that we can explain our reasoning. To plan how we will solve a problem. And to demonstrate how we solved a problem.

Lesson 2

Focus: Division

Learning Intention:

We are learning about division through sharing, and grouping.

Success Criteria:

I can use the sharing strategy to solve simple division problems.

Vocabulary.

Share. Equal. Divide. Divide by. Groups of. Remainder. In to. How many each gets? Repeated subtraction. Partitioning. Inverse. Long Division. Bus Stop. Remainder

Quotient - The answer to a division problem. Dividend - The bigger number being split into groups .Divisor - The number of groups that the Dividend (Bigger Number) is being shared into.

example 24 (Dividend) ÷ 6 (Divisor) =4 (Quotient)

Warm-Up/Hook:

Year 2:

Times Tables Boot Camp

Year 1:

Number Sense - Trusting the count

Hook:
Beads in a Bowl

Mini Lesson:
Students to recieve a piece of playdough. In pairs, students are to break their piece of playdough into 25 small balls (or you can use counters).

Independent/Differentiated Practise:
Read/watch 'A Remainder of One'. While reading the book pause and have children manipulate playdough (or counters) along with the story.

The story begins with 25 ants… into 2 groups (with 1 remainder-Joe), then into 3 groups (with 1 remainder-Joe), then 5 groups (including Joe).

Reflection:
Children can experiment how many other groups they can share 24/25 into.

nz-n-209-division-powerpoint

212-Beads-in-a-Bowl

au-n-2549441-division-using-arrays_ver_1.pdf

T-N-4743-Year-2-Division-Challenge-Cards_ver_2.pdf

We are using our proficiencies to assist us recalling information and choosing the best method to solve a problem. To compare so that we can explain our reasoning. To plan how we will solve a problem. And to demonstrate how we solved a problem.

Lesson 3

Focus: Division

Learning Intention:

We are learning about division through sharing, and grouping.

Success Criteria:

I can use the sharing strategy to solve simple division and worded problems.

Vocabulary.

Share. Equal. Divide. Divide by. Groups of. Remainder. In to. How many each gets? Repeated subtraction. Partitioning. Inverse. Long Division. Bus Stop. Remainder

Quotient - The answer to a division problem. Dividend - The bigger number being split into groups .Divisor - The number of groups that the Dividend (Bigger Number) is being shared into.

example 24 (Dividend) ÷ 6 (Divisor) =4 (Quotient)

Warm-Up/Hook:

Year 2:

Times Tables Boot Camp

Year 1:

Number Sense - Trusting the count

Hook:
Groups of game – Have students get into groups and make an object ie. Groups of 3, make a hamburger. Groups of 5, make a boat. Ask students how many groups there are. Are there any remainders?

Mini Lesson:

As a class, model how to work out division verbal problems. For example; You have 8 lollies, if you shared these equally between you and your 3 friends, how many would you all receive.

Independent/Differentiated Practise:
Teacher directed lesson- with counters (or other manipulates) give students verbal sharing (division) questions.

Questions can be taken from the sheets supplied.

Extension: Connect sharing to the division number sentence.

Reflection: Ask students to come up with their own worded problem.

division-by-making-equal-groups-powerpoint_ver_2

Dividing Worksheet 2.pdf

MathAroundtheRoom-1.pdf

au-n-896-division-thinkboard-differentiated-activity-english.pdf

Lesson 4

Focus: Division

Learning Intention:

We are learning about division through sharing, and grouping.

Success Criteria:

I can use the sharing strategy to solve simple division worded problems

Vocabulary.

Share. Equal. Divide. Divide by. Groups of. Remainder. In to. How many each gets? Repeated subtraction. Partitioning. Inverse. Long Division. Bus Stop. Remainder

Quotient - The answer to a division problem. Dividend - The bigger number being split into groups .Divisor - The number of groups that the Dividend (Bigger Number) is being shared into.

example 24 (Dividend) ÷ 6 (Divisor) =4 (Quotient)

Warm-Up/Hook:

Year 2:

Times Tables Boot Camp

Year 1:

Number Sense - Trusting the count

Hook:
Bricks or Dominoes?

Mini Lesson:

Introduce/model the Can You Share game.

Independent/Differentiated Practise:

Can you share? In groups, each player takes a handful of unifix/counters and puts them on the table or floor in front of them. Give students 1-2 minutes to share them into equal groups. If they can share them evenly into groups- they get a point.

Reflection: What did students find? Were there an amount of counters they couldn't share evenly? Discuss remainders.

103-Bricks-or-Dominoes

Lesson 5

Investigations

Warm-Up/Hook:

Year 2:

Times Tables Boot Camp

Year 1:

Number Sense - Trusting the count

Maths 100

Investigation: Yasmin and Zach have some bears to share. Which numbers of bears can they share equally so that there are none left over?

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