Reflection: Developing a Conceptual Understanding Developing Our Division Skills - Section 2: Metronome fun: Reviewing half as much or twice as many.

This was fun, interesting to be a part of, and gave me a clear understanding of  who really didn't understand what half meant. I was surprised!  Some students thought that half as fast meant faster!

This little activity really clarified for many that half as fast meant slower and dividing. This supports CCSS demand on us to delve into understanding of the concepts and strive to get students to understand it thoroughly. I think helping students connect math language to their conceptual understanding is one of the best strategies to mastering the standard about multiplicative comparison.

Math Language and Kid's Perception
Developing a Conceptual Understanding: Math Language and Kid's Perception

Developing Our Division Skills

Unit 9: Division Unit
Lesson 6 of 21

Big Idea: This lesson reviews some skills about multiplicative comparison while introducing 4 digit by 1 digit division.

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Standards:
Subject(s):
Math, word problems, division, multiplication, multiplicative comparison, number and
50 minutes

Mary Ellen Kanthack

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