Reflection: Developing a Conceptual Understanding Patterns in Mutliplication and Division - Section 1: Intro & Rationale

 

I realized that I had missed an opportunity to provide context for integer division. Although I think the game is invaluable in teaching about integer division I also think they need additional varied experiences. The connection between multiplication and division would have been stronger if we had used the familiar context of hot and cold cubes again. 

It would have been easy to use this context in terms of division by asking about the number of groups/bunches or the size of the groups/bunches of cubes. For example :

  • How many bunches would we need to add in order to decrease the temperature 30 degrees if there are 6 cubes in each bunch? What kind cubes would be in the bunches? What if there were 3 cubes in each bunch? What if the bunches were being removed instead of added?, etc.
     
  • How many cubes would be in each bunch if we remove 8 bunches to increase the temperature 48 degrees? What kind of cubes would be in the bunches? What if we remove 3 bunches? What if the bunches were being added instead of removed?, etc.

Asking students to explain their reasoning within the context could include questions like:

  • How do you know?
  • Why does that make sense?
  • What would that look like on a number line?

  Providing context for integer division
  Developing a Conceptual Understanding: Providing context for integer division
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Patterns in Mutliplication and Division

Unit 4: Operations with Integers
Lesson 23 of 24

Objective: SWBAT multiply and divide integers by competing with one another in a game.

Big Idea: Students will use multiplication and division to help develop strategies.

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1 teacher likes this lesson
Subject(s):
Math, Number Sense and Operations, Operations and Expressions, dividing integers, dividing negative numbers, game, providing context
  35 minutes
180
 
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