stresses two kinds of division problems: partitive (fairsharing) and measurement (repeated subtraction). Their examples of the two, in order, is: Maria has six oranges. She puts an equal number of oranges in 3 bags. How many oranges in each one? AND Maria has six oranges. She puts oranges in each bag. How many bags does she end up using?
The equation for both problems was identical: 6/3=2
I read on as it was a busy chapter, but now that I'm up to division with fractions, they stress how important it is go to back over these two types of division problems with the students before starting division with fractions.
Having never taught kiddos division, does this distinction really help or is it an oddity of this book? My adult mind sort of rolls right over it, I don't recall any teaching on different kinds of story problems...you were just thrown into them after the section with the rote problems, and you sank or swam.
If this distinction is important, why, does anyone have a more riveting way that some tired oranges and some paper bags as example, and finally, in order to teach these types to children, do you use the partitive/measurement names or the fairsharing/repeated subtraction. Both sets seem a little "big", considering the book also devotes time to having the teacher us "children's language" for operations. TIA blacksalt