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6B) Model, create, and describe contextual division situations in which a set of
concrete objects is separated into equivalent sets.
Example:
Use the following examples when reviewing division: 93, 204, 147, 355.
Re-Teach: I would do small group instruction with students who did not
understood the lesson. While the students who have learned the lesson, can
have a practice worksheet. I would make sure that the students understood
that is nothing more than dividing two numbers until we have no remainders
left. Showing them that the greatest common divisor is the last number we
divided into the division where we got zero as a remainder.