## Reflection: Modeling Dividing with Place Value Chart - Decomposing Tens - Section 2: Concept development

Today's lesson was so powerful. I have a student in one of my classes who very rarely talks. This student struggles with many math concepts and is often disengaged during lessons.  Today's lesson was so different for him.  In the middle of using the place value chart, and as I was showing the connection between the chart and the long division algorithm, this quiet student blurted out, "Oh my gosh!  I totally get it!"  He was grinning ear to ear and so pleased with his discovery.  As an educator, that will be a moment I remember for years to come.  It was as if he discovered something for the first time. He owned it!

Another student said, "This is like magic!" The way my students were able to make and see the connections between the algorithm and the place value model was amazing. My room was buzzing with excitement and students wanting to do more and not leave math class.

These are the moments that make every rough day worth it.  There are times when you wonder are my students really getting it? How can I help with without spoon feeding them information that isn't relevant or help them make connections.  And then it happens.  All of a sudden, sometimes when you least expect it, a student gets it. It's like a light goes on and illuminates them, the room, and everything around them.  My room was bright during this lesson. I was so proud of my students.  I can't wait for the next lesson!

"Works like Magic"
Modeling: "Works like Magic"

# Dividing with Place Value Chart - Decomposing Tens

Unit 7: Division with Whole Numbers
Lesson 2 of 16

## Big Idea: In this lesson, students deepen their understanding of division by using an equal distribution method of dividing with a place value chart.

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2 teachers like this lesson
Standards:
Subject(s):
Math, Place Value, Number Sense and Operations, modeling mathematics, division, Operations
52 minutes

### Melissa Romano

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