# Archive for October 2nd, 2012

## The Open Array for Division

The Math CCSS states that 4th and 5th grade students should have a variety of strategies for doing multiplication and division.  In my work around the country, many teachers don’t have as many strategies for division as they do for multiplication. The 4th grade math Core (2010) says that students will “Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.”

The 5th grade math Core (2010) says that students will “Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.”

Here is the Open Array for Division!

Resource 1

Resource 2

Resource 3

Happy Mathing,

Dr. Nicki

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## More Math Energizers and Routines

When:

• As part of the do now
• Before Lunch
• Before School Ends
• Before Recess
• Right after Recess
• Anytime is a good time!

Remember that energizers are quick!  Here’s one!

Make 5, 10, 20 100, 1, ½, 2/3,

This is a quick number game that gets students to practice their basic facts based on the CCSS Math Fluency levels.  The basic premise of the game is that students have to name the complement.

So, in Kindergarten you say Make 5…then you have someone pull a number card and then the students raise their hands and the student who pulled the card chooses someone…that person has to say what number will make 5 with that number.  For example – John picks 3  (he calls on Josephine)  She says “2 plus 3 makes 5.”

In 1st grade, you play Make 10.  In 2nd grade you play Make 20 and Make 100.  In the upper grades the students have to make fractions and decimals.  For example, if you said 4/6 then the students would have to tell you how to get to the next whole number  but not using sixths.  This forces them to think about equivalent fractions.

Happy Mathing,

Dr. Nicki

Good Resources:

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