The National Teachers College

School of Teacher Education

BED 120 CONTEMPORARY MATHEMATICS FOR ELEMENTARY TEACHERS

Professor: Dr. John Rainier P. Rizardo

PAUL IVAN L. PAZ

MA- BASIC EDUCATION
FINAL OUTPUT
Task: Make an innovative pedagogical strategies/approaches/tools/
instruments for elementary math subject.

HELPING A GRADE TWO PUPIL WITH DIVISION

As our students become proficient in multiplication, it’s time to introduce

division. Typically, children become comfortable with division in Grade Three.
But the end of second grade is a good time to introduce the concept.
Since Math models God’s creational order, it helps to introduce division
with physical objects. Using objects from God’s world to touch, play with, and
observe, we can help children develop a number sense that fosters deep
understanding.

GUIDED HANDS-ON DISCOVERY OF DIVISION

Here’s a fun hands-on activity to introduce division in a non-pressure way.
All you need is an empty egg tray with the lid removed and twelve small
objects. I used crayons for the small objects.
1. Have the child place all the twelve crayons in the egg tray, putting two in
a compartment until all the crayons are used.
2. Ask “How many crayons did we start with?”
3. Ask “How many compartments are in use?” To find the answer, he can
count out the six compartments that have two crayons.
4. Ask “How many crayons are in each of these compartments?”
5. Dump out all the crayons and focus on the compartments.
6. Direct the child, “Fill four compartments so that each compartment has
the same number of crayons”. Make sure the child feels free to make
mistake at this stage. Have him/her keep adjusting the number of
crayons until four compartments hold three crayons each.

7. Say “This time fill three compartments so each compartment has the
same number of crayons. Ask, “Were we able to still use all of our
crayons? How many are in each compartment?”
8. Finally, ask, “How many compartments would we use if we put six
crayons in each compartment?”
9. After the child makes a prediction, allow him/her to try it out.

10. Once the child becomes comfortable with the process explain that he/she
has done division. Division is simply making equal groups or sets out of a
larger number. So we could say that 12 crayons divided into 6 sets equals
2 crayons in each set or 12 crayons with 3 crayons in each set makes 4
sets.
11. Now write out the equations that the child has already worked out with
the crayons:
12 ÷ 2 = 6, 12 ÷ 3 = 4, and 12 ÷ 4 = 3
12. As you write out each equation, have the child recreate it with the
crayons. This will help the child visualize what the equations mean.

SUSTAINED LEARNING

This activity shouldn’t take more than twenty minutes. Over the
next couple of days, review with the child, and let him/her practice
independently. Keep the egg tray and crayons handy, so the child can work
out the problem hands-on each time. After he/she works a problem out with
the marbles, he can write down his discovery.