M32

Division Skit Intro

MathematicsGrade 12Grade 11Grade 10Grade 2Grade KGrade 1Grade 3Grade 5Grade 6Grade 7Grade 8Grade 9Grade 4

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Lyrics

The Great Divide

Yep, we’re going to talk about dividing

Do you want to know how to divide?

Well, it’s kind of like the opposite of multiplying

When you divide

You break up the numbers into equal groups or sets

It shows you how many times or how many equal parts you can

have out of a certain number

For example:

I have 12 candy bars and 6 of you

I can divide to see how many candy bars each of you can have

So that you can have the same number

So that it can be fair, right?

Now I can do it the long way and give each of you one until I

have given them out equally

Or I can divide and see how many each of you get faster

So here are the 12 candy bars

How many groups of 6 can I get out of 12?

Let’s count, there’s 1, 2, 3, 4, 5, 6 candy bars

Ok, see if there’s another set of 6 or another group of 6 in our 12

candy bar count

And there is, I have 6 right here

So I have 6 candy bars here on the left

And 6 candy bars on the right

How many groups of 6 that you see?

That’s right, 2!

So that means the 6 of you can have 2 candy bars a piece

Therefore 12 divided by 6 = 2

Ok, let’s try this

Remember when we multiplied 3 times 5 and we got 15

Ok, let’s divide 15 by 3

To me that says how many groups of 3 I can get out of 15

I have 15 rocks. How many groups of 3 can I get out of the 15

rocks?

Ok, let’s see. There’s 1, 2, 3

Since we’re looking for groups of three we’ll put thosw right there

Then here’s another 1, 2, 3 we’ll put them there.

There’s 1,2, 3 and we’ll put them there.

Here’s another 1, 2, 3 and we’ll slide them right over there

So I have 3 left, so now let’s count our groups of three out of the

15 rocks that I have

And that’s 1, 2, 3, 4, 5. We have 5 groups

So 15 divided by 3 = 5 because we have 5 groups of three out of

the 15 rocks we started with

15/3=5

I think you’re getting it

Now, let’s break it down and listen

Standards

  • CCSS.MATH.CONTENT.3.OA.A.2 — Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.
  • CCSS.MATH.CONTENT.4.OA.A.2 — Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.
  • CCSS.MATH.CONTENT.3.OA.C.7 — Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers
  • CCSS.MATH.CONTENT.HSA.APR.D.7 — (+) Understand that rational expressions form a system analogous to the rational numbers, closed under addition, subtraction, multiplication, and division by a nonzero rational expression; add, subtract, multiply, and divide rational expressions.
  • CCSS.MATH.CONTENT.6.NS.B.2 — Fluently divide multi-digit numbers using the standard algorithm.
  • CCSS.MATH.CONTENT.4.OA.A.1 — Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.