Monday 26 January 2015

Division - just what is it they are doing?



Long Division – new
__________
3) 829


We are treating the numbers as their true value.  So, it’s not 3 into 8, it is how many times does three go into 829, or you may want to start with 3 into 800.

I teach them to use ‘nice’ number first.  These are numbers that multiply easily – 1, 10, 100, and 1000.  

It doesn’t matter which they choose.  In this case they could be using 100, 10 or even 1s (the ones will take a long time)

3 x 100 is less than 800 so it will work.  
  _________
3) 829
  - 300        x100
     529        (I can take another 3x100 from that)
-    300 x100
     229 ( at this point 3x100 is too much, so 10s)
     - 30 x10
     199 (hmm maybe a couple of 3x10s)
-    180 x60
       19 (now ones – I can use my fact knowledge here)
      -18 x6
         1 ( can’t get any more groups of 3 – so that is my remainder
(count up the numbers of groups I multiplied out
100+100+10+60+6

276 r 1
    3) 829 Don’t forget to write in the answer and remainder



Friday 16 January 2015

Owl Pellets

We dissected owl pellets in class today.  Once they got started, it was so quiet in the room.  We had really good pellets and we found sculls, jaws, and lots of smaller bones.  It was interesting to think about how these skeletons have similarities and differences to our own.