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Week 16 – Division Foundations

 

Welcome to Multiplication Foundations!! This research based program was developed to help your student or child understand multiplication concepts. This program is developmentally appropriate for children ages 6 and older.



Skipping weeks is highly discouraged. Many children already know the concepts covered in this week’s lesson. However, it is critical that they experience these activities, so that the concepts become more firmly rooted in their brains.

Repetition Is Key
Each time your student or child repeats this activity, the pathways in the brain that form understanding for these concepts, become larger and stronger. Your child may already know how to count, but this is not the only goal. Skipping weeks will decrease your child’s opportunity for this important repetition.

Week 16:
Time: 20 minutes each day for five days.

Instructions: Explain to the student that they are going to play a game with baskets of apples. Have the students follow along, and answer the questions in the game above.

Purpose: Students will no longer be asked for the total number of apples in each basket. By this point, they should not need to count them. There understanding of where the first and second numbers in the division problem come from should be sufficiently developed. This activity focuses on strengthening their ability to solve the problem, and arrive at the correct answer. As students enter the total number of baskets, their comprehension of where the answer comes from will be strengthened.

Transferring Concepts:
Parents and teachers should help students understand that the apples are being grouped into each basket, and that the first number in the division problem represents the number of apples in each basket, while the second number represents the total number of apples in all baskets.

Help students realize that the answer to the division problem is the total number of baskets.

Use Math Vocabulary:
Parents and teachers should not be afraid to use math vocabulary with the student. Words such as “divide” and “equals”, will help prepare the child for success with math.

Encourage students to say the following or a similar sentence out loud with each new math problem. “fourty nine divided by seven equals seven “. Replace the numbers in this sentence with the actual numbers for each problem.

Suggested Follow-Up:
Students should not be allowed to forget the concepts learned. Children should be encouraged to continually practice by using the math flash cards provided on this website.