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Topic: Partitive vs. measurement division problems
Replies: 4   Last Post: Jan 20, 2005 4:58 PM

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Posts: 20
Registered: 1/25/05
Partitive vs. measurement division problems
Posted: Jan 5, 2005 9:44 AM
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The text I'm using to learn about teaching math to kids

stresses two kinds of division problems: partitive (fairsharing) and
measurement (repeated subtraction). Their examples of the two, in order,
Maria has six oranges. She puts an equal number of oranges in 3 bags.
How many oranges in each one?
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 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.

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