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Making “Cents” of Division

Kari Krouse
3rd Grade
Gilbert Elementary School
Walker County Schools

Contents

Task
Overview
In this task, students will demonstrate how to use division as an application of money. Students will observe what happens when an amount of money is divided evenly among a group of people. Students will also observe what happens when an amount of money is not divided evenly among a group of people.

Illustrative Task
Several students had a car wash to raise money for a field trip. They received a $20.00 bill for the first car and a $10.00 bill for the second car.

Model how the children could divide the money fairly using your paper money. Draw your solution in the table.

Where the number is blank, you decide on a different number of students and show what would happen.

3 Children
______ Children
9 Children
______Children

GPS Addressed
M3N4. Students will understand the meaning of division and develop the ability to apply it in problem solving.
    c.   Recognize problem-solving situations in which division may be applied and write corresponding       mathematical expressions.
    d.   Explain the meaning of a remainder in division in different circumstances.
    f.   Solve problems requiring division.

Video Information
Use these questions to guide your thinking about some of the important teacher ideas in the lesson featured in the video clip.
  1. What kinds of questions does the teacher ask to promote students’ problem solving?
  2. How is the teacher gauging students’ current understandings and building from those understandings?
  3. Consider the GPS standards listed with this video.
  4. What makes this lesson different from lessons you have taught on this topic?

Classroom Materials

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