We have looked again today at how we can best divide.

Our conversation centred around:

1. BEFORE Grade 5 – did you have a G4 or G3 teacher that taught you a great way to divide and you understood it? Did your parents or another family member teach you a way to do this that made sense to you? Has a friend taught you? If so, stick with it (but stay open-minded as always). About half of us THINK we know how to divide accurately. Many are unsure.

2. GRADE 5 – Can your child ACCURATELY and CONSISTENTLY divide using a previously taught method OR a ‘long division’ method OR a ‘short division’ method? Many children make basic errors and then are not sure if she or he is right? What can you do?

Mr. Weekes recommends building up (as always) from “What You Know”. The following method builds from individual understanding. For example:

189 divided by 13. I ‘know’ that 10 x 13 = 130 which now means I only have to divide 59 by 13 (189-130=59). If 10 x 13 = 130 then 5 x 13 must be half of that … which equals 65. 6 too many. So my answer must be 10 + 4 (times 13) = 14 remainder 7 (or 14.54).

1684 divided by 12. I ‘know’ that 100 x 12 = 1200 > so immediately my question is reduced to 484 / 12 (1684-1200=484). 10 x 12 = 120, so 40 x 12 = 480 plus 4 left over. Answer then has to be 100 + 40 r 2 = 140 r 2 (or 140.3)

3. We also worked through some ‘long’ and ‘short’ division problems today.

5W students had 5 problems to work through today to show HOW s/he best works with division problems. They were:

541 / 6

983 / 7

689 / 12

817 / 14

768 / 34

‘Bonus ones’: 1249 / 16, 5483 / 37 and 14,292 / 138

Perhaps you could ask your child which way she or he works with division.

Your child will describe what method he or she found easiest to work with today in the comment box below.

5W students – please work through an example question of your choice – a ‘quite hard for me’ question. Be CLEAR. Read Mr. Weekes’ example – is it clear to you? If not, please let me know!

I am choosing to explain how I worked out 983 divided by 21 using the method what I already know. So:

1. I KNOW that 10 times 21 = 210. So 20 x 21 = double that (420). 40 x 21 would be 840.

2. That leaves 983 – 840 = 143.

3. How many 21’s in 143. Well less than 10 times (210). Try 5 times (half of 210 = 105)

4. So …. 40 times 21 (840) plus 5 times 21 (105) = 945. I’m still 38 short! (983-945).

5. Well – I KNOW there’s only 1 times 21 in 38 and 17 left over.

So – answer = 40+5+1 = 46 (twenty ones) and 17 left over or 46.8

I am choosing how to explain out 946 divided by 33 using the method that I used to use at Kumon. So:

1. I know that 33 times 20 = 660 because 33 x 10 is 330 and if you double the 330 it will be 660.

2. Then you will need to subtract 946 -660 = 286

3. I know that 33 x 10 is 330

4. But if you subtract 286 – 330 = -44

5. So if you dived 33 x 8 it will be 264 and you will do 286 – 264= 22 and the answer will be 28 remainder 22.

I am going to explain how I worked out 785÷14.

1. I worked out how many 14 there are in 78. 78÷14=5•••8

2. Then I worked out how many 14 there are in 85. 85÷14=6.166666666

3. The answer is 56.166∞

🙂 🙂 ¡¡Thank You!! 🙂 🙂

I am going to explain how I worked out 746 divided by 18 using the method I learned 1 or 2 years ago. I will show you step by step on how I did worked it out.

1. What I did first was seeing how many 18s there were in 7. But since there weren’t any I moved on to the second number.

2. So then I thought how many 18s in 74 (7 from the first calculation and 4 is the next number). The answer is 4 because 4 x 18 = 72. There were 2 remainders.

3. Then I put the 6 beside the 2 and the number is 26. Next I think how many 18s in 26. The answer is 1. The remainder is 8.

4. The answer to this whole question is 41. (41.44)

This is how I worked out the answer. Thank you! 🙂 🙂 🙂

🙂 Lisa 🙂

We have to choose a number that we are going to divide and explain to you how we did it, we each choose our own number. I am going to choose 523 divided by 13.

These are the steps on what I am going to do to divide it and how I will. I hope you enjoy!!!

1. First of all I looked how many 13’s there are in 5 which is zero so then I took the 5 and put it in front of the 2 so that there the number was 52, and then I thought about how many 13’s there were in 52 and there were 4 so I remembered the 4 and then I brought down a imaginary zero to make the 3 in to a 30 and the answer to that is 2 then I brought down another imaginary zero and that added the 3 there and the answer to the question would be 40.23!!!

Hope you enjoyed,

🙂 🙂 Ellenah 🙂 🙂

I am going to explain how I worked out 541 ÷ 6.

I used a simple method.

1. I know that there is 9 6’s in 54 and there was a 1 after the 54 so it was 541. Then I add a 0 to the end of the 9 too. So it was 90 then the reminder was 1.

ÒThank you @(^_^)@Ò

Andrew Taiga ∠( ᐛ 」∠)＿

I am choosing to explain how I worked out 194 divided by 44 using the method what I already know. This method is the old way to divide So:

1. I know that there are 4 44s in 194 that is 176.

2. That gives me 194 minus 176 that will be 18.

3.44 does not fit 18 so I will take the imaginary 0 and place a decimal next to the 4

above.

4.there are 4 44s in in 180 so 172 – 180 is 8.

5. There are more numbers ahead but i did the medium version.

6. The answer is 4.4 and the longer answer is 4.40909091.

I chose to explain how I worked out 729 divided by 7 using the method I was taught by my old school teacher.

1. I know that 10 times 7 = 70. So I know that they is one seven in seven then I know that they is no seven in two.

2. Then you put 4 which equals to 28. SO we subtract 28 of 29 which equals to = 1

3. So the answer = 104 remainder 1

In 4 grade I learned to do division the “I Know” way.

Q: 1234 / 56+ ?

Here are the steps to this problem.

1. First I know that 56 x 20 =1120 and I write it down.

2. Next I know 56 x 2 = 112 and write it down.

3. Add them up and get 1232.

4. Figure the remainder. (2)

5. Answer: 22 r2

I chose the method I learned when I was in 1-3 grade. I will explain how I worked out 924 ÷ 12.

1. First, I found how many twelves are in 9. 12 x 1 = 12, so there are 0 twelves in 9. I don’t do anything and moved on.

2. Next, I found out how many twelves are in 90. 12 x 5 = 60, 12 x 6 = 72, 12 x 7 = 84, 12 x 8 = 96. So, there are 7 twelves in 90, and the remainder is 8. I put the 8 besides the 4, so there are 84 left.

3. Then I found out how many twelves there are in 84. 12 x 7 is 84, so there are 7 twelves in 84, remainder 0.

The answer to 924 ÷ 12 is 75

I chose to explain how I got the answer from 785/4 by using a method that Mr. Weekes taught me

1. So first I did 100 x 4 = 400 then I did 200 x 4 = 800 but I noticed that 800 is too much but very near. I also know that 10 x 4 = 40 and therefore 800 – 40 = 760.

2. Then do 200 fours (800) – 10 fours (40) = 190 x 4 = 760.

3. 189 x 4 = 756 r. 2

I am choosing to explain how I worked out 897 divided by 27 using the method what I already know. So:

1. I know that 27 x 8 = 216. So if 27 x 15 = 405.

2. That leaves 897 – 405 = 492.

3. So then I try 20 x 27 that add’s up to 540. Then I try 30 x 27 = 810.

4. Then I try 40 x 27 = 1087. So that makes it 190 more.

5. Well I know that if I times 27 with 33.2 I will get the answer.

So the answer is 33.2222222222

In UK the New SATS teat that Josh will take next week sadly has moved away from what you find easier to understand back to prescribed methods of calculating the answer so even if Josh gets the right answer using a method he finds easy he will get 0 mark. You are lucky kids to be able to find what works best for you.

Keep up the good Work Josh wants to say hi to you all

Thank you for letting us know Alison. And a BIG hello to Joshua from all of us in 5W. We’ve just finished our Exhibition today. The news from the UK sounds old fashioned and quite depressing. I hope Joshua manages to thrive in his own way. Best of luck to you all and thank you for keeping in touch.