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We are still in long division but the focus was on the more challenging aspect of having divisors with two digits. For example, students would have been exposed to something like 8,774 ÷ 23. This is more challenging because it takes much more than recalling memorized multiplication facts, though that is truly something important. The strategy is to first list the first 5 multiples of that particular number, the divisor: 23, 46, 69, etc. Why the first five? Because first, it makes things go quicker and second; if necessary the student can always go to the next multiples up to 9. It is more about efficiency since always adding up the first nine multiples can eat up a huge amount of time for the lesson. I am also beginning to roll out the small groups and schedule that will be done during independent time. Starting next week, we will be doing a trial run. There will be a mini-lesson, guided practice (students practice and I go around to help), then independent practice. It is during this independent practice time where this schedule will be implemented. I will be sharing it on my Google Classroom once it is ready to go. Do do the online math practice, click HERE.
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