Rich tasks
The school camp
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1. The School Camp
- Ensure that students are familiar with the convention of drawing an array with groups displayed horizontally and the number of groups displayed vertically. Arrays can be rotated to find both multiplication and division equations in a family of facts.
- Students will sometimes notice that arrays where the factors are the same, for example, 2 x 2, 3 x 3, 4 x 4 … form a square shape.
Dividing by sharing or making equal groups page 122
- Solve division problems by equal sharing or making equal groups.
- Know that division problems can be solved by repeated subtraction or using a corresponding multiplication fact.
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Teacher notes
- Students should be familiar with arrays as a model for multiplication. These can also be helpful for understanding the inverse relationship between multiplication and division.
In the first example on page 122 of the Student Resource Book, you could show how division and repeated subtraction are related by showing that at each round of sharing 5 is subtracted: 15 -5 - 5 – 5 = 0.
- Students are then given an example of division by making equal groups model (quotative), for example, 12 eggs put into groups of 2 for each pie so how many pies can be made.
It is very helpful to use materials, such as unifix cubes or equal sized jumps on a number line so that students understand that small, equal sized groups are subtracted until there is nothing left and so make the link between repeated subtraction and division.
- You could use Teacher Resource Sheet 20 - Lots of food! to show students how an array can be used for solving division problems that involve making equal groups.
- Encourage students to use their multiplication facts to anticipate how many rounds of sharing might be needed rather than sharing or grouping 1 by 1.
Dividing with larger numbers page 127
- Solve division problems involving multiples of ten using place value and basic facts.
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Teacher notes
- You may need to quickly revise place value (if necessary modelling with place value equipment), to remind students how to quickly identify the number of tens in a 3-digit number.
Remainders page 128
- ldentify remainders in numbers which don’t divide equally into groups
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Teacher notes
- Encourage students to notice patterns in numbers that can be divided without remainders. Numbers ending in an even number can be divided by 2, numbers with 5 or 0 in the ones place can be divided by 5 and numbers with 0 in the ones place can be divided by 10, all without left overs.
- Becoming familiar with these patterns, will help students anticipate which numbers will divide exactly by a fact they know, which will have remainders, and how many are likely to be left over.
- It is important to use equipment as in the practical, ‘Are there any left over?’ on page 128 of the Student Resource Book, to illustrate left overs when dividing.
