Long division seems to be a real sticking point in student learning, especially if the concept of multiplication (not memorization of multiplication tables) is not mastered. In order to enable those that have not reached the mastery stage for multiplication to complete long division, I teach an alternative concept that relies on ‘friendly numbers’ (numbers that multiply by 2,5,10s, and numbers that easily calculate and subtract).
The outcome for this lesson is for students to understand and demonstrate the use of the ‘alternate method’ (students can choose any method they like to use, but should know there is more than one way to accomplish the task).
Assessment is easily accomplished by inspection, as each step is shown in the column generated during the completion of the calculation. Assumptions of student learning are: can multiply some single digit numbers; understand multiplying by 10s, 100s, and 1000s; can subtract using either a count-up or count-down method; understand place value and the related number column.
(Student instructions)
An Alternative Method to Long Division for Grade 6
Click on the video below, and follow along (or click here for the link).
- Watch what is being shown; does it make sense to you? (If you get lost, write down the time where it no longer makes sense, and email it to Mr. MacGregor.)
- When you finish watching,set your page up as in the video demonstration, and try this problem: 1464 divided into 3 groups.
- You can take a picture or make a video, or do a Powerpoint or Google Slide of you completing the question.
- Please email by Thursday, March 17, and remember to reach out if you have questions. We will go over this the following Monday in class.
Ryan MacGregor
**Embedding this video is not working; I used HTML coding to move the start and end point (&start=5&end=472). Attempting to use HTMl to as a workaround.
I like this video because of the pacing, and also because it embodies (no pun intended) the Udacity Style Tablet Capture mentioned in Woolfit (2015) (though it is obviously actual paper), and has little extraneous graphics or noise to detract from the lesson. I can, as I am sure many you do as well, relate to how important it is for technology to be in place to avoid user frustration; even a small aspect that does not function can derail a learning outcome, and the willingness of a student to participate in a project.
Jason Purdy
Hi Ryan,
I love your choice in video. It’s odd how the first person video effected me – I’m not left handed and I had trouble getting over him using his left hand!
Cheers,
Jason
Ryan MacGregor
Hey Jason,
Thanks for taking the time to respond. What was it that appealed to you about the video? I am always curious about what makes an attractive piece of media.
Cheers,
Ryan
Jason Purdy
It is a method of long division I have never seen before, but works well, and this interested me, but the biggest thing is the first person style video. Recently, we have seen an influx of tutorial style videos which show someone’s hand sketching out the lesson rather than standing if front of a white board. Now I am beginning to get why. The first person style view seems to have an impact on the learner. It’s sort of like you are there doing it yourself. It’s interesting how something like this can affect the learner on a near – subliminal level.
Cheers,
Jason