M32
Division Skit Intro
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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.