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Re: Two COTR questions

Honestly, you are stressing over English not math. Some programs teach very specific ways of naming the parts of a problem. Maybe MP thinks it's important (Cindy?), but I don't. I want my kids to understand the math. 10 can be divided into 2 and 5. If 10 is divided by 2 the quotient is 5. If 10 is divided by 5 the quotient is 2. I really don't care if my kids think of two plates full of five things or five plates full of two things. It's the same thing to me. In my mind if I have 10 and divide by 2, I am dividing it into 2 parts and each part will have 5 pieces. That's what the fraction equivalent shows. 10/2 means to divide 10 in half. Each half is 5.

But really it shouldn't matter which way you think of it because 2 and 5 are factors of 10 which means you can have 2 plates of 5 or 5 plates of 2 and both give you 10 items.

As far as calculators- if the lesson is teaching long division then of course no calculators. If you feel they need to practice long division then no calculators. If you feel they know division just fine and a calculator allows them to do the lesson faster then let them use it. If I'm teaching percents I let them use calculators. If I want to know 24 is what percent of 57, I'm just fine with them typing 24/57 into a calculator rather than doing the long division.

Debbie- mom of 7, civil engineering grad, married to mechanical engineer

DD, 23, graphic design and illustration major

DS, 21, mechanical engineering major

DS, 19, Dual chemistry and Philosophy major, considering Catholic seminary

DS, 16, Kolbe 11th grade

DD, 13, dyslexic, MP 8M

DS, 10, super squirmy, possible dysgraphia, MP 5A

DD, 4 (in Aug 2017), cutest little interrupter of school ever, some MP Jr K if we fit it in.

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