Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

Monthly Update sign up
Mailing List signup
Follow The Annenberg Learner on LinkedIn Follow The Annenberg Learner on Facebook Follow Annenberg Learner on Twitter
Learning Math Home
Number and Operations Session 4: Solutions
Session 4 Part A Part B Part C Homework
number Site Map
Session 4 Materials:

A B C 


Solutions for Session 4 Homework

See solutions for Problems: H1 | H2 | H3 | H4 | H5

Problem H1


In the partitive model, we interpret 124 as dividing 12 into four equal groups. The result is the number in each group. Here, there are four columns, so a natural division is to group each column. The result is 3, the number in each column.


In the quotative model, we interpret 124 as dividing 12 into groups containing fours. The result is the number of groups. Here, there are four in each row, so a natural division is to group each row. The result is 3, the number of groups required to make 12.

<< back to Problem H1


Problem H2

The correct answer is (2) and (3), which each illustrate the multiplication problem 2 • 6 (i.e., two groups of six). The first model, (1), illustrates the problem 3 • 4 (or 4 • 3), and the last model, (4), illustrates the problem 6 • 2 (i.e., six groups of two). Note that all four models represent the same solution, 12, which does not imply that they represent the same problem.

<< back to Problem H2


Problem H3

Using the area model, we start with one flat, nine longs, and five units, and we wish to make a rectangle with 13 rows.

This cannot be done without first exchanging one of the longs for 10 units.

After doing this, we can arrange a 13-by-15 rectangle, so the result of the division is 15.

Using long division, 13 goes into 19 once, with a remainder of 6. Carry down the 5 for 65. Thirteen goes into 65 five times evenly. The quotient is 15.

The area model relates to long division in that it matches the long division algorithm. In long division, you first subtracted 130, or 10 • 13, and then subtracted 65, or 5 • 13, for a total result of 15. Thus, 15 • 13 = 195. Similarly, the area model gave you the rectangle 13 by 15, which consists of two rectangles: 10 • 13 and 5 • 13.

<< back to Problem H3


Problem H4

In problems like this one, there is no way to "subtract" chips that are not there. Here, adding four zero pairs does not change the value of +2, but it gives us the four red chips we need in order to "subtract."

<< back to Problem H4


Problem H5

To use the colored-chip model for division, we need to use either partitive or quotative division to do the computations. When dividing a positive number by a negative number, we cannot use either of those models. We cannot "partition" a group into a negative number of parts, nor can we "count" the number of negatives within a positive number.

<< back to Problem H5


Learning Math Home | Number Home | Glossary | Map | ©

Session 4 | Notes | Solutions | Video

© Annenberg Foundation 2014. All rights reserved. Legal Policy