1. In your groups, discuss ways to explain long division.
Consider the

use of manipulatives. Assume that your target audience is okay with

smaller division questions like 20/4, but not 4521/3 or 4840/11.

2. Write an outline of what you would present to a class of students.

Include examples. Be purposeful about your examples. Do they have

stories (not necessary)? Why did you pick the numbers you did? Are

they meant to make the questions harder or easier? What will the role

of pictures or manipulatives be?

3. Your lesson plan will most likely explain "How to use the long

division algorithm." Try to make it also explain "Why the long

division algorithm works" or "How we could invent the algorithm."

4. Make an outline of your lesson plan on the large butcher paper.

You do not have to write on the butcher paper why you picked certain

numbers, but be prepared for the other groups to ask.

5. Present your lesson plans to the other groups. Present them teacher to

teacher, not teacher to student. Outline (briefly) the strategies

employed and compare with the other groups.

6. As homework for Monday: Give typed responses to the following.

a) Should we teach long division in grade school? Why or
why

not?

b) Can long division be taught with manipulatives? Briefly

explain your reasoning.

c) Submit a typed copy of your lesson plan. It should include

at least two examples with 2 to 4 digit numbers. It should

explain the "how" and the "why" of long division for individual

steps. Please assume that your target audience is comfortable

with non-long division problems, like 204 and
637.

If you lesson plan is aided by pictures or layouts you cannot easily type,

please type what you are able to and fill in the rest by hand. Consider this

the sort of writing assignment that may take multiple drafts.