Mathematics 5
N5.3
Demonstrate, with and without concrete materials, an understanding of division (3-digit by 1-digit) and interpret remainders to solve problems.
[C, CN, PS, R]
Indicators for this outcome
| (a) |
Identify situations in one's life, family, or community in which division might be used and explain the reasoning. |
| (b) |
Model the division process as equal sharing or equal grouping using various models and record the resulting process symbolically. |
| (c) |
Explain concretely, pictorially, or orally why division by zero is not possible or undefined (e.g., 8 ÷ 0 is undefined or not possible to determine). |
| (d) |
Generalize, relate, and apply concrete, pictorial, and symbolic strategies for dividing 3-digit whole numbers by 1-digit whole numbers. |
| (e) |
Justify the choice of what to do with a remainder for a quotient depending upon the situation:
|
| (f) |
Solve a division problem that is relevant to self, family, or community using personal strategies and record the process symbolically. |
| (g) |
Recall the division facts to a dividend of 81 including in problem-solving situations. |
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