120 Multiplication and Division Concepts
Successful Strategies
When working with the repeated subtraction division
concept, it is often benefi cial to model the subtraction of
groups with manipulatives or to show the subtraction
of groups with pictures. It is also helpful to put the
mathematical situations in context. For example, 12 – 4 –
4 – 4 can be placed in the context of twelve cookies placed
in sets of four on plates. Students can draw pictures of the
plates and cookies or use manipulatives to show the sets of
cookies. It is also benefi cial to begin making the connection
to division by continually asking, “How many groups have
been subtracted?” and “Are there enough left to subtract
another group?” These questions help strengthen students’
understanding of division.repeat, repeated, subtraction,
subtract, divide, division,
groups, sets, dividend,
divisor, quotientMath Words to Use
Questions at Different Levels of Cognitive Demand
Recall: What is 8 – 2 – 2 – 2 – 2?
Comprehension: How do know that 15 – 5 – 5 – 5 = 0?
Application: How could you use repeated subtraction
to solve 20 ÷ 4?
Analysis: How would you compare this repeated
subtraction problem with another?
Evaluation: What would you recommend to help
someone learn repeated subtraction?
Synthesis: What if there are leftovers after the repeated
subtraction?EASYCOMPLEX