Return-Path: <nifl-ld@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id iAG3bN023266; Mon, 15 Nov 2004 22:37:23 -0500 (EST) Date: Mon, 15 Nov 2004 22:37:23 -0500 (EST) Message-Id: <3EADA91C-3780-11D9-B7FD-000A95670234@lmi.net> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-ld@literacy.nifl.gov Originator: nifl-ld@literacy.nifl.gov Sender: nifl-ld@literacy.nifl.gov Precedence: bulk From: Maureen Carro <mcarro@lmi.net> To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:4483] Re: Long Division Help!!! X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Apple Mail (2.619) Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset=US-ASCII; format=flowed Status: O Content-Length: 5034 Lines: 120 There are many prerequisite skills that need to be in place for long division to "happen". 1. They need fluent retrieval of math facts, preferably at an automatic level. 2. They need to understand the concept of division. Base ten blocks and Albanese beads may be just as foreign to them as the division algorithm, and may be more confusing than helpful, especially with large values that require long division. I think place value concepts are really important, and I have found that weak knowledge of "place value" concepts are a huge detriment to progress in ABE math classes. Starting off with something they know will work better. I have found money to be a good thing to use. They have experience with it, so you have a hook. Say three of us were walking down the street and spotted a $10 at the same time. How could we divide it up evenly? Document what is the dividend, and divisor on a white board. Most of them will immediately say they have to change the ten into ones. So do that and then divy it up. The "leftovers" go into a "kitty" ( for now) pick different values and use $1's only, $10's and $1's, then move to $100's, 10"s and $1. ( the same sequence you would normally use) While talking about this, the teacher at first documents the steps, then students take turns documenting the steps. For example, use $432 and divide among 3 people. Can each one get a $100? yes, how many? 1. Good, put 1 in the quotient over the 4 and then say " how many does that account for? ( demonstrate the multiplication step). $300. Then "we still have $100 left right? (demonstrate the subtraction step). Combine this with the tens and repeat the querry. We need to change that $100 into $10's. Now we have 13 $10's. Lets divy that up. We each get 4 right? How many does that account for? 12 right, ( document) and we have one ten left. Noone can get that so we need to change it into ones. Now we have 12 ones and we can each get 4. None left. Any leftovers go into the "kitty" for now. They will understand later that they will only get fractions/ decimals of dollars each. You can at first make sure there are no remainders in the problems. Talking this out in everyday language helps. Do several examples with the play money ( while documenting with the math symbols), then just talking it out without the manipulative, but still using the same language. Many repetitions, documenting always. If you can get them to understand that, then just drop the dollar label. During this process you will get an idea if they have good retrieval of math facts. Of course, as we move into the adult world, using a calculator will become more common when faced with long division. I have them check the answers with a calculator when they are finished. Some need explicit instruction on which number to enter first. Say, "we had $434, (enter it) and we divided it by 4 (enter it). Our answer was 144 each. Does it check? Of course, I myself will search " high and low" for the calculator when faced with long division ( and I tell them that), even though I am proficient with it. So using the calculator correctly ( in my opinion) is crucial. Even for passing the GED, if they can round and estimate, and know division concepts, they can usually choose the correct answer! I spend a lot of time rounding and estimating. Even before you go through the above steps, have them take a guess! They will have an idea where they are headed. Once they understand the algorithmic sequence, then give them a mnemonic for remembering the steps ( division, multiplication, subtraction, check, bring-down). Dracula's Mother Sucks Chicken Blood works well for 5th graders, and some adults have found it amusing enough. You have to know your group! On Nov 15, 2004, at 9:47 AM, RKenyon721@aol.com wrote: > Hello all, > > I just read this message posted on the Focus on Basics discussion list > and > thought that one of our LD subscribers would be able to respond to > Michele Craig. > > Any suggestions for her??? > > Please post your responses to: nifl-fobasics@nifl.gov and also to our > list > at: nifl-ld@nifl.gov > > > Thanks, > > > Rochelle Kenyon, Moderator > NIFL LD and Literacy Discussion List > RKenyon721@aol.com > > > > Dear Colleagues, > > I need some ideas for teaching long division to ABE students who > probably > have learning disabilities. At the moment, I have two in my classroom > who > are really not getting it. We have tried math blocks (to show how it > works > visually), I have tried having them use graph paper for the problems. > They > do it fine one day and then come in the next day and can't remember the > process again. Since I have been encountering this problem over and > over > again with various students, I need some tools. I remember I saw a > kinesthetic way to teach long division at a Montessori school. Does > anyone > have any ideas? > > Thanks > > Michele Craig > Woodland Adult School >
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