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Long Division

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Several methods to teach Long Division
THE OTHER LONG DIVISION
Posted by:HEIDI #66081

My kids loved the division rap... because I tried to sing it and really hammed it up for them with one kid making rap sounds. Then they practiced it several times. Now out of the blue if I ask the steps of division, they sing me the chorus... even though we did it weeks ago!

Are you teaching long division the old way we all learned? There is another newer way that seems to provide that AHA! moment for kids who just don't grasp the other method. I'll try to explain but you can e-mail me for a MS Word document that will probably convey it better!

For example 234 divided by 8. Get students to use the math facts they know. Their goal is simply to use up "chunks" of the 234 until there are no chunks left. They must record each thing they do. Read on to see... I...

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long division
Posted by:sandy #49864

I don't know if these ideas will help, but they worked for me in the past...I try to get the kids to think of expanded form when we're doing division. Ex. 358=300+50+8 Then we talk about how we are going to deal with one part at a time, so if I have 358 div. by 3, first I'm going to look at how many 3s are in the 3 hundreds, then in the tens, then in the ones. Sometimes I've even used graph paper to help them keep everything lined up.
Also, to get them to remember and apply the steps of division (div. mult. subt. check, bring down) I teach them a mnemonic to help them. We use "Does McDonalds Sell Cheese Burgers?" It's something they'll remember, and it has worked pretty well.
I don't know what I'll be doing to teach division this year, since we've moved into...

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long division
Posted by:kat #37708

This is so hard, but once they get it the expressions on their faces is worth every painful hour you've spent working on it. I too was feeling overwhelmed with this, but just kept doing it over and over again. Finally they got it and I give them a few problems every day to keep practicing. It's a great settling activity as we switch classes.

The one thing I did that really helped was I put the letters DMSCB on the board with the phrase "does McDonalds Serve Cheese Burgers", so they would remember it. I explained what each letter stood for and MADE them write it on every paper with long division. It really helped too to have them use this and go back and find where they got lost. Oh! This is what the letters stood for:
D--Divide, M--multiply, S--subtract, C--compare(is answer after subtraction...

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Long Division Cheer/Chant
Posted by:luv2learn #119418

I actually taught the students a cheer/chant for long division. We all stand up and using our hands chant, "Divide, Multiply, Subtract, Bring it Down". We use our hands to make a divide symbol with our fists being on either side of our head making the dots... then our hands with an X shape....then hands togeher to show subtract (-)....finally we make a jazzy bring it down motion. We would chant this a few times before each math lesson and while we worked on any long division math problems. I would see the kids teaching the chant to other classes during recess and chanting it during down time.

Hope this all makes sense...my kids loved it and I would see them making the motions and mouthing the words to this chant during tests and worksheets.

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Division
Posted by:BN #88978

I show the students compatible numbers for division. I also show them a simple rounding/estimating process.Which is basically the same thing you are doing but it may be a little easier for the students to see the estimated number.
For example--

362/51

Round one place.
(I tell them to cover one place number in the divisor and one in the dividend.)
362/51 Simple round to 36/5

What number multiplied by 5 will give you a number close to 36? 7 5x7=35
Multiply 7 times the divisor 7x51=357.
(The answer may be too small in that case go up one number or too big go down one number.)

It's easier for the students because they can see the basic multiplication facts.
I know this is basically the same process you are showing them but for some 360/50 is difficult. 36/5 is easier.

I do...

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Ms. Math's way
Posted by:kiasun711 #122723

A few years ago we had an in-service with Ms. Math. At first I thought it was hard, but when I tried it I found out I liked it a lot more! I know it is hard to understand without seeing it done, but here is what I send home to explain to parents:

This year my math class is learning an alternate way to do long division. This is different then the divide, multiply, subtract, bring down, repeat sequence that you and I most likely learned. I refer to that way as the traditional method. This alternative way, when understood, helps students master place value, and number sense, as well as what division actually is.

1- Ask how many groups of 4 can be pulled out of 573?
(Students should try to start with the largest place value
and multiples of 10, but they do not have to)
I know that 100 groups of 4...

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long division
Posted by:Karen #89779

We use an acronym, but we also use graph paper to keep our digits straight. The students take a piece of white paper and cover all digits "inside the house" except the 1 or 2 digits that they are dividing into. We draw an arrow to pull down the number we are bringing down so they can actually follow where it is being brought down to. This seems to help. Hope I've made sense.

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Get out the manipulatives!
Posted by:lv2read #133363

My students struggled with this as well. I used base ten blocks, tiles, coins and cookies. (Yeah, I broke down to the food element.) Ask the students to help you figure out how many containers, boxes, etc you will need for x amount of cookies. Tell the students that 4, 6 or 8 will fit in one container. The students will more than likely begin creating groups of 4, 6 or 8 until all the cookies are in a group. This lesson was one of our grades' concept lessons. The students loved it. The cookies were an incentive but they grasped the concept. This lesson also works well with remainders too and long division.

Be sure that the students know that each group has to have equal amounts.

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Does McDonald's Serve Cheese Burgers?
Posted by:jph #135574

I have a small banner with the question: "Does McDonald's Serve Cheese Burgers?" (Divide, Multiply, Subtract, Check, Bring down)
It's easy to remember and the kids love shouting it out when we have a division problem. If they know their multiplication facts and know the steps above, maybe division will be easier for them. Good luck!

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Dmsb
Posted by:Jump4Joy #135575

We always use "Dad, Mom, Sis and Brother" to teach the process for long division. If you want to add "cousin" after sis you could do that to remind them to compare their subtraction answer with the divisor. I also recommend using graph paper as a way to help them line up the digits properly. Sometimes it helps to show them what happens when you line up the digits incorrectly so you can show them the absudity of the answer. Otherwise, it takes a lot of practice and reinforcement. After you move on to some other skill, revisit division on a regular basis, even if it's just a few problems per week. It's amazing how fast they forget when they don't really learn it well. Be patient!!

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Make it personal
Posted by:dlynneteacher #131026

I think math should still be concrete even in the fourth grade. I am going to assume your fourth grader is not learning disabled, but instead just does not "catch on" as fast as the other students.
I think you should make it personal for him. Use lots and lots of manipulatives-no I am not telling you to run to the teacher's store and buy a bunch of expensive stuff. Use what is handy.
Have him divide pencils, utensils, paint cans for members of the family (immediate and extended for more numbers). This becomes practice when it is repeated as opposed to mindless numbers that he gets frustrated over because he can't remember how to manipulate them.
Another thing you can do to make it personal is to find out-if you don't already know-what he wants to be when he...

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long division
Posted by:Combow #135576

I have my 4th graders make a multiples list on the side of the problem using the divisor. Then then can refer to it as they do the long division problem. It helps the student who doesn't have the facts down, but can work on the division process. Once upon a time I viewed a video called "Divide and Conquer" which was about teaching division using multiple intelligences and teaching it all in one day. I have tried to get my hands on it since then but apparently it's not available. If anyone knows where I can get it please let me know. Good Luck with long division.

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division
Posted by:dryerasedusty #131028

One of my colleagues has, for the past 2 years, done this to introduce long division -

She starts by using only one divisor each day. For instance today we are dividing only by the number 2. Tomorrow it will be by 3. The next day only by 4 and so on. She lists all the facts for that particular divisor and has the students copy them so they have them right there in black and white. She says her students have made such progress in understanding division using this simple approach. I'm going to try it this year.

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division
Posted by:morahsharon #135577

Have you tried using the repeated subtraction metod?
Example:
54 divided by 7

54
-7
47
-7
40
-7
33
-7
26
-7
19
-7
12
-7
5

Count how many times you subtracted 7 and what is left over is the remainder.7r5

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An old-fashioned way to divide
Posted by:jeanmarie #131031

I've been teaching a very long time. We're using EM and some of the ways they attempt to teach kids end up confusing them PLUS they have too many methods to choose from and master none of them. All of mine learn to long divide like this: (if they can't master it THEN I try another method)

We set the problem up and first discuss that when we say 1349 divided by 62, the 62 goes OUTSIDE the bracket (yep - gotta start small) We proceed one digit at a time - I even cover them as we go)

We ask ourselves - will 62 go into 1 - no- so we put a small X above that place to show that we won't have a 4 digit answer. (My kids don't line things up well so sometimes we turn the notebook paper sideways so they have columns)

Then we move over and ask...

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To reinforce the steps -- you can do a relay?
Posted by:Margaret916 #131035

We do this with our kids to make them focus on one step at a time, without skipping!

The kids sit in a row. Kids are in first, second, third position and so on. First kid does the "goes into" step, passes white board or paper back, second kid does the multiply, passes it back, and so on.

One thing to stress is SPEED DOESN"T COUNT. Each team that finishes with a neat, correct answer, gets a point. Usually (hopefully!) it works to a tie.

It's just a different way to do the problems....

One thing that helps is that I have the white boards with the graphing grid on the back, so the kids write a number in each box if they have writing in a line issues.

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Pennies on a Plate
Posted by:Read 4 Fun #130054

I introduce 2-3 fact families per week. I repeat the same process for introducing the different math facts so the students become very familiar with the process of multiplication and division.

I make kits for every 2 students in my class. The kit consists of 10 - 6” paper plates and 100 pennies stored in a quart plastic baggie. (Although, you can use anything that is small such as sunflower seeds, beans, etc.)

1. I give the students a problem.

2. The students take out the number of pennies to represent the dividend and take the number of plates to represent the divisor.

3. I then have them equally divide the pennies out on the plates.

4. Any pennies left over would then be the remainder (I do not begin with problems with remainders).

5. I then have them record the facts in written...

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No title
Posted by:NCteacher #133023

The Maharaja's Tasks is a must! It is a kinisthetic way of teaching beginning division. If you google it, I am sure that you can find the program for purchase. Here is one of the initial activities:

1.) Rope off an area of your room and post a sign "Holding Pen"

2.) Give the kids one minute to think of an animal that lives in the jungle.
3.) Have them start moving silently around the room the way their animal would move.

4.) You call out, "Make groups of ___"

5.) The kids must for a group of that number, and immediately sit down.

6.)The kids who can't be in a group go into the holding pen as the "remainder"

7.) On chart paper, record the division problem as a number sentence and as ___ groups of ____ with a remainder of...

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