## Reflection: Using place value to divide - Section 2: Concept Development

I will admit that I am a bit frustrated at some of my students lack of conceptual knowledge.  While I know it just takes time sometimes, even I get bogged down with the lack of time there seems to be. I gave my students 4 problems for homework tonight so they could continue to wrestle with this idea that 6 thousands names the same number is 60 hundreds.  I did get 2 parent emails about the four problems, asking me to please do "old fashioned" math. I ended up spending a good part of that evening emailing these parents back and explaining to them how this assignments was important, and even how to do this assignment. Knowing that parents sometimes don't understand why the math works, is important for me to keep in mind when assigning homework. My students often go home, to very educated parents, that know many algorithms and tricks. I do see a need for algorithms and tricks, but not when students are developing conceptual understanding.

For the most part, this lesson went well.  As seen in my video reflection, I concentrated more today on specific language.

Most of my students found it easier to divide by 10 than multiply by 10.  Visually seeing that 6 thousands is the same at 60 hundreds made this lesson more successful than the multiplying by tens in my opinion. Moving forward, I will be pulling some students for more practice.  These 12 students are still at a pictorial representation in their learning progression and will benefit from extra practice building with the base ten blocks.

Getting there
Getting there

# Using place value to divide

Unit 8: Place value
Lesson 2 of 14

## Big Idea: In this lesson, students use place value reasoning, base ten manipulatives, and proof drawings to divide by ten and see relationships between digits and place value.

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Standards:
Subject(s):
Math, Place Value, Number Sense and Operations, Base Ten Blocks, modeling mathematics, math drawings
55 minutes