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Students must be able to explain how they represented their dividend, divisor, remainder, and quotient using the provided materials.

Informal questioning, peer coaching, and explaining their model can be used as indicators of student success.

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1. Collect a tool kit and find a space to work.
2. Using any of the tools inside your kit, create a model that shows a division problem.
3. Your problem should have a 1 or 2 digit divisor, and a 2 or 3 digit dividend. Example: Count out 49 beads (dividend) and figure out how many beads will fit in 7 groups (divisor). Make 7 circles out of pipe cleaners, and place the 49 beads equally into the 7 circles. Your model should clearly show how many beads fit in each group, and whether there is a remainder leftover.

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Inside your tool kit, you will find:

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Inside your tool kit, you will find:

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Inside your tool kit, you will find:

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Inside your tool kit, you will find:

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Collect a division learning center tool kit from the shelf

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I can demonstrate the quotient of a division problem by creating a model.

I can use various tools and supplies to represent the dividend and the divisor in a division problem.

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The kits for this learning center would be stored on a shelf, and available for students to take back to their seats, or work quietly on the carpet with a partner.

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This learning center would be available to students once they have completed their assigned math task for the day. Multiple kits will be available so that students are able to work with the center without other students asking for their turn.

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This learning center would appeal to students who enjoy engineering, art, visual models, kinesthetic activities, and exploring mathematical concepts. Allowing students to use manipulatives to group items is also beneficial to ELL students, who excel when given hands-on, visual activities.

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Since this task requires materials to be unpacked, used, and put away, there is no end product to turn in. Unless the teacher is running the lesson with a small group, this would be an ungraded enrichment activity.

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Independent--if used as an early finishing activity

Duo-if used as a peer-coaching tool

Small group-if used as informal assessment, reteach, or review

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This particular learning center would be used as a formative assessment tool, or a partner-coaching tool to help demonstrate the concept of division using manipulatives. This center could be re-used as a review, or as a re-teaching small group tool for students who struggle with understanding the concept of division.

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This learning center is targeted for students in 4th and 5th grade, who have had some background in division with a 2-digit+ dividend and a 1-digit+ divisior.

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The resource that I appreciated most from the list of selections was titled "Learning Center: Goals, Observation, and Assessment." I appreciated this source because there was a strong emphasis on creativity and allowing students to manipulate and design things to demonstrate their understanding. Hands-on, expressive tasks are crucial for gifted learners, as well as ELL students; in fact all students benefit from creative exploration. This fact was at the forefront of my mind as I thought about creating a learning center padlet. I made sure that my learning center required students to use provided materials in creative ways to demonstrate a particular skill.