You decide to introduce your fourth-graders to the long-division algorithm with one-digit divisors, using base-ten materials and 96 ÷ 3. You also want to use a story problem that they would find interesting as the basis for their work.
A) From the practical standpoint of acting out the calculation, which way of thinking about division-repeated subtraction or sharing equally-should you use in your story problem for 96 ÷ 3?
B) Write such a story problem (involving 96 ÷ 3).
C) Show how you would act out your story problem, with drawings of the base-ten materials.
D) Write a second story problem for 96 ÷ 3, involving a different way of thinking about division from the way of thinking in your story problem in part
E) Answer parts A-D if you were to use 960 ÷ 320 instead of 96 ÷ 3.

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The Answer of You decide to introduce your fourth-graders to the long-division algorithm with one-digit divisors, using base-ten materials and 96 ÷ 3. You also want to use a story problem that they would find interesting as the basis for their work.
A) From the practical standpoint of acting out the calculation, which way of thinking about division-repeated subtraction or sharing equally-should you use in your story problem for 96 ÷ 3?
B) Write such a story problem (involving 96 ÷ 3).
C) Show how you would act out your story problem, with drawings of the base-ten materials.
D) Write a second story problem for 96 ÷ 3, involving a different way of thinking about division from the way of thinking in your story problem in part
E) Answer parts A-D if you were to use 960 ÷ 320 instead of 96 ÷ 3.

You Decide to Introduce Your Fourth-Graders to the Long-Division Algorithm