The Learning Objective: Divide numbers when the divisor is a decimal.
Question from Yesterday (as always from a student): Why does it say to round in the directions? Is it possible to get an answer bigger than one when dividing decimals?
Assessment: Students started the homework in class and got 3 in a row correct.
Agenda: Jumpstart where the students work in groups to find wolves (common mistakes) of the four decimal operations
Review the bottle of water question from the homework
What happens when the dividend stays the same and the divisor gets lower and lower?
Homework model questions (14.4 divided by 1.2 and 15 divided by .03)
Work on the homework (not assigned as homework since today was Friday)
Glass-Half Full: The question about what is 360 divided by 0 is excellent for these students because they all carry the notion that it is 0. In seeing the trend of the divisor getting closer and closer to zero, some students could make sense of the fact that the quotient could not all of a sudden reverse course. This third part of the agenda was done entirely in groups which was effective because there needed to be dialogue even for the students that were comprehending to make sure they were on the right track.
Regrets: I want a ticket to leave that asks students to describe the relationship between the quotient and the divisor when the dividend is constant.
No comments:
Post a Comment