Ask students to refer to the Division Strategies Menu in the Student Guide Reference section. Show a display of the menu as well. See Figure 4.
- What strategies on the menu did you use for multiplication in this lesson? (We used the column method, mental math strategies, the rectangle model and estimation strategies.)
- Which strategy do you find most helpful for dividing by one- and two-digit numbers?
- What is helpful about that method?
- Which strategy is the most accurate for you? When do you make the fewest mistakes?
- Are there any strategies you used that do not appear on the menu?
Have students share any additional strategies with the class and write one or two of them on self-adhesive notes and attach them to the menu.
Some students may suggest adding to the menu previously learned paper-and-pencil algorithms, such as the traditional algorithm for long division. Allow students to share these strategies if they bring them up, but it is not necessary or useful at this point to spend a great deal of class time explaining and practicing these paper-and-pencil procedures. The emphasis in this lesson is for students to develop a conceptual foundation for division before working with more formalized algorithms. The partial quotients method will be developed from these conceptual models in Lesson 3.
Ask students to use their Division Strategies Menus to complete Check-In: Questions 23–29 in the Student Guide. Students should solve the problems using the methods they choose, but encourage them to use all the strategies at least once.
Use Check-In: Questions 23–29 in the Student Guide to assess students' abilities to demonstrate understanding of division of multidigit numbers by one- and two-digit numbers using models [E1]; interpret remainders [E3]; estimate quotients for division of multidigit numbers by one- and two-digit numbers [E5]; and divide multidigit numbers by one and two-digit divisors using paper and pencil [E7].
