How
will I use this in real life?
will I use this in real life?
I
asked that question all the time in school.
asked that question all the time in school.
This
activity gives the students a chance to see how important division can be.
activity gives the students a chance to see how important division can be.
What
do we all wish would happen in the real world?
Finding a pile of money, of course!
do we all wish would happen in the real world?
Finding a pile of money, of course!
I
gave my students a pile of (fake) money and this worksheet and let them figure
it out. I made sure the pile had different denominations.
gave my students a pile of (fake) money and this worksheet and let them figure
it out. I made sure the pile had different denominations.
My students weren’t very efficient. If
I found a pile of money with some friends, I’d count it, do a division problem
and we’d each get our share.
I found a pile of money with some friends, I’d count it, do a division problem
and we’d each get our share.
My
students took forty five minutes figuring this out. Most used the one for you, one for you, one
for me method.
students took forty five minutes figuring this out. Most used the one for you, one for you, one
for me method.
The
discussion they had involved the need for problem solving and logic which was a
challenge for them.
discussion they had involved the need for problem solving and logic which was a
challenge for them.
The
key to this was walking around and prompting them. Here is an example of one conversation I had.
key to this was walking around and prompting them. Here is an example of one conversation I had.
“You have a remainder of $211?” I asked
surprised. “If this were real money
would you leave that just sitting on the ground?”
surprised. “If this were real money
would you leave that just sitting on the ground?”
“We only have two hundred dollar bills and
there are four of us,” they replied.
there are four of us,” they replied.
“Hmmm.
There has to be a way to solve that problem,” I said while walking away.
There has to be a way to solve that problem,” I said while walking away.
The
debrief was key. Each team shared their
methods and I did the long division with them on the board. The students had an “Aha!” moment when they
realized it took them 45 minutes and it took us 2 minutes to do it with long
division.
debrief was key. Each team shared their
methods and I did the long division with them on the board. The students had an “Aha!” moment when they
realized it took them 45 minutes and it took us 2 minutes to do it with long
division.
They hadn’t realized long division could make
their life easier.
their life easier.
I
hope you enjoy the discussions that this project can bring.
hope you enjoy the discussions that this project can bring.
I’ve
provided a blank in case you want to have them find something like a bag of
candy or almonds.
provided a blank in case you want to have them find something like a bag of
candy or almonds.
The
possibilities are endless.
possibilities are endless.
Click here to download the freebie. If you enjoy it, please consider leaving feedback.
I use money to teach the concept of long division in a hands on way too 🙂 One of our math in focus coaches asked, "Do you use the place value chips" and I replied, "No, I use money because it's more relate-able to the real world." She sort of made a face but too bad; it WORKS!!
As a second grade teacher, we do have to teach the concept of division (sharing) with and without remainders (left overs). So, I really like your worksheet, particularly the one that can be used with any objects.
It will be helpful for my kiddos. Thanks so much for your product.
What a wonderful activity! I can't wait to do this with my kiddos. Thanks for sharing!
-Julie
The Techie Teacher
This is a great activity. I'm a new follower. Thanks for sharing.
Hunter's Tales from Teaching