Geez, Louise…what a week it’s been. Between rough weather,

our Awards Ceremony for the 1st nine week period, Halloween,

AND a full moon – I feel like I’ve been beat!

But we’ve been truckin’ on and division strategies has been one of

our focuses during Math. Here’s a mini-lesson I did with the kids.

I gave them the problem 27 ÷ 9 = ___. We discussed three different

strategies they could use to solve the problem.

1. Repeated Subtraction

2. Fact Family

3. Draw a Picture

So many of the kids were able to find a strategy they liked best!

I’m excited for them to continue to put more “tools” in their “math

tool belts.” After the lesson, I created this anchor chart of the

strategies so the kids could always refer back to them.

Hi, Dana! I mostly use partial quotient. It is a very forgiving strategy that allows the students to find part of the quotient each time. Have you ever used this?

Terri

The Creative Apple

Love partial quotients, Terri! We're just starting out with division, but I will definitely show them this strategy a little later on in the process.

Thanks, Dana! I just told my kids today that I had not decided on an anchor chart yet for our new chapter — this is perfect!

Julie

Math is Elementary

This is great Dana! I love all of the information you share!!

Misty

Think, Wonder, & Teach

SO glad you can use it, Julie!

Aww, Misty! Thanks!

Thanks for sharing your anchor chart! It is a reat visual for the students. Love stopping by your blog, alwasy great information : )

Kathie The Diary of a Not So Wimpy Teacher

Love the posters!! I have also taught my students model drawing! The unit bar equals the dividend and then divide the bar into the groups/divisor. We then talk about what is missing. It really has helped my special Ed students see a snapshot of what is really happening in the story problem. It also shows PART-PART WHOLE

I love the anchor charts as well! I love teaching my students Model Drawing. I teach them to draw the unit bar and that equals the dividend. Sometimes that is known or unknown. Then divide the unit bar into the equal groups (divisor) and finally the quotient is the number in each group. By model drawing every problem it allows my students to see what the problem really means. It has helped them tremendously!

Beautiful anchor chart! Just a note on the picture, though- there should be a circle around every 9 marks for a total of 3 circles. That would show 27/9=3. Just something that caught my eye!

Thought about it and I see where our thinking is. You probably start with the 9 groups and have students fill in the marks until they reach 27. I start with the 27 and have them circle groups of 9. So you end up with 9 groups of 3 where I have 3 groups of 9. Different approach for the solution. You’ve got me conceptualizing my math practice over summer break!

Haha, Tiffany! Thanks for sharing! It gives me a different way to approach it as well!