Title | Format | Purpose |
---|---|---|
Connecting division to multiplication | Red/green cards | Assessing whether students can find the related multiplication problem for a division problem |
Family problems | Red/green cards | Assessing whether students can recognize analogous problems and are aware of the relationship among the results of these problems |
Choosing an answer for a division problem | Red/green cards | Assessing whether students can estimate the quotient |
Identifying the watershed | Red/green cards | Assessing whether students can recognize the breaking point when the number of digits of the quotient changes |
Checking divisibility | Red/green cards | Assessing whether students have a clue in advance whether divisions have a remainder or not |
Is it in the hundreds/tens? | Red/green cards | Assessing whether students can estimate the quotient |
Algorithm with ink blots | Worksheet | Assessing whether students understand how the division algorithm works |
Is there a zero in the middle of the quotient? | Red/green cards | Assessing whether students understand the relationship between the existence of zero in the dividend and in the quotient |
Correct or not correct? | Red/green cards | Assessing whether students can quickly check the correctness of the result of division problems without performing the algorithm |
Is it in the multiplication table of …? | Red/green cards | Assessing whether students have the multiplication number facts available |
Possible remainders | Red/green cards | Assessing whether students understand the relationship between divisors and remainders |
Easy or difficult? | Worksheet | Assessing what is the easiness-difficulty range of students and whether they are aware what characteristics of a problem make it easy or difficult for them |
Solving division problems without using the algorithm | Worksheet | Assessing whether students have a deep understanding of the division operation and whether they have, instead of the algorithm, other strategies available to solve division problems |