K.

Dansby 2nd Grade

LET US SHARE!!!
TEK- grade 2:6.B
(6) Number and operations. The student applies mathematical process
standards to connect repeated addition and subtraction to multiplication
and division situations that involve equal
groupings and shares. The student is expected to:
(B) model, create, and describe contextual division situations in which a
set of concrete objects is separated into equivalent sets.

The purpose of this assignment is for the students to take a number,

group in to smaller groups and see how many groups of
groupings they have showing the division process. The class has
already discussed multiplying in groups. Walk thru the example with
them, using counter cubes.

Materials:
a pencil
piece of paper
stickers given from teacher

RET:
pencil and counters, with work sheet

Show:
(on board-after each cluster)
16/2 equals 8
16/4 equals 4
16/8 equals 2

Show by equation and picture

 Lets talk about sharing. Tomorrow is Sussies Birthday Her mom
would like to bring cupcakes to share with the class, Sussie would like
everyone to get 2 cupcakes. How many cupcakes does Sussies mom
make? There are only 24 kids in the class...
The class should respond with 48 cupcakes. Now we take the problem
and reverse it. Please demonstrate on the board 48, in 24 clusters, to
show that each student will get 2 cupcakes.

Now that they are beginning to see a connection, pass out a

package of car stickers to each group of student who should have a table
buddy.
There should be 16 stickers per sheet. Instruct them toShare the Stickers
to where each friend gets an equal amount. (Each child should end up
with 8 stickers. ) on their paper. please have them note that 16 stickers
shared between two friends is 8 stickers each.
Since everyone has done that and shown you, combine groups, to
where now there is 4 students per group. Once in their groups of 4, pass
out the animal stickers and have them repeat the same process giving
each friend an equal amount of stickers. Have them also show that on
their paper.
Last put them in a group of 8 and give them a sheet of fish stickers,
still working with 16 stickers, have them repeat the method again. Now
each child should have 2 stickers.
Also have them show that.

Now they have done this there times have them come up with three
of their own, telling them they have the following #
30
2,15 3,10 5,6 15,2 10,3 6,5 answers the can have
20
2,10 4,5 5,4 10,2answers the can have
24
2,12 3,8 4,6 8,3 6,4 12,2answers the can have
 If anyone is still having trouble give them some tokens and have
them do the following work sheet, show them question 1 and have them
bring it back finished tomorrow. (yes they can take their bag of tokens
home) Please leave a note for when I return of who did this for
homework.

Each student is a circle and the money sign is a cupcake, Have

them count out loud the money signs. This will show 48, reword he
thought we have 48 how many does each get, shows the multiplication
to division relation. Dont forget number sentence.

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