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Q&A #221

Teachers' Lounge Discussion: Teaching dividing fractions

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From: Jeff <tackweed@whidbey.net>
To: Teacher2Teacher Public Discussion
Date: 2006021102:29:24
Subject: Re: Re: help asap

The original question asked how the student go this answer:

>  15
>  __
>6)36
>   6
>  __
>  30
>  30
> ___
>
>
>a) Why does his reasoning not allow for the correct answer?

It is often easy to overlook the truth in what is happening - let's
analysewhat the student actually did - and why.

The first question addressed by the student was 'how many times does 6
go into 36'.  His original answer was 1.


>  _1
>6)36
>   6   1 x 6 is 6
 ____
>  30   subtracting gives 30
        the next question asked was 'how many times does 6 go into 30'
>  30
> ___   his (correct)answer was 5 which should have been written like
this:

>   5
>  _1   5 + 1 = 6 - the answer. The student demonstrated knowledge of 
>6)36   the division process - but had an answer formatting issue
>   6
>  __
>  30
>  30
>
a more standardized was of teaching division like his would be as
follows:

      __
    6)36|
      -6| x1
      --|
      30| 
     -30| x5
      --|

The answer then would be  6 is subtracted 6 times from 36

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