## Yummy Division

### Mary Ann TaylorBay District Schools

#### Description

Students divide M&M's into groups and write division sentences to show what they have done.

#### Objectives

The student explains and demonstrates the addition and subtraction of whole numbers (up to three digits or more) using concrete materials, drawings, symbols, and algorithms.

The student writes number sentences for given situations involving the addition, subtraction, multiplication, and division of whole numbers.

#### Materials

-Chalkboard
-Chalk
-Large construction paper
-M&M’s
(Enough candy M&M’s for each student to have 12 M&M’s)
-Tape or magnets
-White paper
-Notebook paper
-Pencils

#### Preparations

1. Make 12 large M&M’s out of construction paper.
2. Buy enough M&M’s for each student to have 12.
3. Have tape or small magnets at the chalkboard.
4. Have enough white paper, notebook paper, and pencils readily available.

#### Procedures

Day 1
1. Using tape or magnets, put 12 large construction paper M&M’s on the chalkboard.

2. Ask a volunteer to put the M&M’s into two groups. Ask how many M&M’s are in each group.

3. Write the division sentence for this on the board. (12 divided by 2 = 6, use the correct symbol for divided by-my computer does not have one) Tell students that this is a division sentence. Write on the board, -To share objects equally, you divide. A division sentence tells how you divide the objects.- Tell the students that the volunteer divided 12 M&M’s into 2 equal groups. There are 6 M&M’s in each group. This is how you do division.

4. Ask a volunteer to put the 12 M&M’s into 3 equal groups. Ask what division sentence can be written for this. Have a volunteer write the division sentence on the board. Continue to do this until you have 12 groups of 1. Then put all 12 M&M’s back together in one group and ask what division sentence can be written for this.

5. Now start with 10 M&M’s and have a volunteer divide them into two groups and write the division sentence on the board. Continue dividing them as you did the 12 M&M’s. 6. Do the same for 8 M&M’s, 6 M&M’s, 4 M&M’s, and 2 M&M’s.

Day 2
1. Review yesterday’s lesson by having volunteers divide the large construction paper M&M’s the way you want. Ex: Put 6 M&M’s on the board, have a student divide them into 3 groups and write the division sentence for it. Do several of these.

2. Give each student a piece of white paper, notebook paper, pencil, and 12 M&M’s.

3. Tell students that today they are going to divide real M&M’s into groups and write the corresponding division problems on their notebook paper. They will have to listen to and follow the directions carefully. If they do, they will be allowed to eat their M&M’s after the lesson.

4. Tell the students to make one group of 12 M&M’s. Write a division sentence for the one group of 12 M&M’s on your notebook paper. Have a volunteer read theirs out loud.

5. Tell the students to divide the group of 12 M&M’s into two groups. Write the division sentence for this on your notebook paper. Have a volunteer read theirs out loud.

6. Continue doing this like you did yesterday with the large construction paper M&M’s on the board.

7. Take up the notebook paper where they have written their division sentences.

8. Give each student a new piece of notebook paper.

9. Write 10 division sentences without the answers on the chalkboard.

10. Have students copy the 10 division sentences on their notebook paper.

11. Tell them to complete each division sentence by writing the answer. Then, have the students make up and write 10 more division sentences that are not on the board on their papers. If needed, let them use their M&M’s to do this.

12. Collect and check their papers.

13. Let them eat their M&M’s!

#### Assessments

Students who correctly answer 80% of the division sentences on the chalkboard and correctly make up 80% of their own division sentences will have shown mastery of this skill.