Outcome:
N7.1 - Demonstrate an understanding of division through the development and application of divisibility strategies for 2, 3, 4, 5, 6, 8, 9, and 10, and through an analysis of division involving zero. [C, CN, ME, R]
Indicators:
- Investigate division by 2, 3, 4, 5, 6, 8, 9, or 10 and generalize strategies for determining divisibility by those numbers.
- Apply strategies for determining divisibility to sort a set of numbers in Venn or Carroll diagrams.
- Determine or validate the factors of a number by applying strategies for divisibility.
- Explain the result of dividing a quantity of zero by a non-zero quantity.
- Explain (by generalizing patterns, analogies, and mathematical reasoning) why division of non-zero quantities by zero is not defined.
Level / Scale / Descriptor / Indicators / Student-Friendly Language
Pre-Requisite Knowledge /
- Students who are not able to be independently successful with level 1 questions will be given an E.
NN 7 – Checkpoint 4
The student partitions quantities into fractional parts in more than one way.
NN7 - Checkpoint 9
The student uses properties of operations and number relationships to calculate mentally.
1 / B - Beginning
There is a partial understanding of some of the simpler details and processes.
Prior knowledge is understood. /
- Knowledge and Comprehension
- Students who are successful with level 1 questions or those who are successful with level 1 or 2 questions with assistance will be given a B.
I can find the multiples of 5 then look for patterns that help me make a rule that describes any number divisible by 5.
I can find the multiples of 10 then look for patterns that help me make a rule that describes any number divisible by 10.
2 / A – Approaching
No major errors or omissions regarding the simpler details or processes, but assistance may be required with the complex processes. /
- Applying and Analysing
- Students who are able to be successful with level 1 and level 2 questions, or those who are successful with higher-level questions with assistance, will be given an A.
Apply strategies for determining divisibility to sort a set of numbers in Venn or Carroll diagrams. / I can find the multiples of 4 then look for patterns that help me make a rule that describes any number divisible by 4.
I can find the multiples of 6 then look for patterns that help me make a rule that describes any number divisible by 6.
I can find the multiples of 9 then look for patterns that help me make a rule that describes any number divisible by 9.
I can find the multiples of 8 then look for patterns that help me make a rule that describes any number divisible by 8.
I can apply my divisibility rules to sort numbers (ex/ the ones that are divisible by 2, 3 and/or 6).
3 / M – Meeting
No major errors or omissions regarding any of the information and/or processes that were explicitly taught.
This is the target level for proficiency. /
- Evaluating and Creating
- Students who are independently successful with level 3 or level 4 questions are given an M.
Explain the result of dividing a quantity of zero by a non-zero quantity.
Explain (by generalizing patterns, analogies, and mathematical reasoning) why division of non-zero quantities by zero is not defined. / I can use my divisibility rules to find the factors of any number (ex/ 24 ends in an even number and the digits add up to 6 which means that it is divisible by 2, 3, and 6).
I understand and can explain what it means to divide zero by any number.
I understand and can explain what it means to divide any number by zero.
4 / In addition to level 3 performance, in-depth inferences and applications go beyond what was explicitly taught. /
- Students successful at level 4 will receive supplementary comments specific to their achievement in addition to the M.
Student-Friendly Rubric
Outcome:
Meeting / I can use the divisibility rules to help me multiply and divide larger numbers (ex. 96/6; divide by 3 then divide by 2).Approaching / I can use my divisibility rules to find the factors of any number (ex/ 24 ends in an even number and the digits add up to 6 which means that it is divisible by 2, 3, and 6).
I understand and can explain what it means to divide zero by any number.
I understand and can explain what it means to divide any number by zero.
Beginning / I can find the multiples of 4 then look for patterns that help me make a rule that describes any number divisible by 4.
I can find the multiples of 6 then look for patterns that help me make a rule that describes any number divisible by 6.
I can find the multiples of 9 then look for patterns that help me make a rule that describes any number divisible by 9.
I can find the multiples of 8 then look for patterns that help me make a rule that describes any number divisible by 8.
I can apply my divisibility rules to sort numbers (ex/ the ones that are divisible by 2, 3 and/or 6).
I can find the multiples of 2 then look for patterns that help me make a rule that describes any number divisible by 2.
I can find the multiples of 5 then look for patterns that help me make a rule that describes any number divisible by 5.
I can find the multiples of 10 then look for patterns that help me make a rule that describes any number divisible by 10.
N7.1
Demonstrate an understanding of division through the development and application of divisibility strategies for 2, 3, 4, 5, 6, 8, 9, and 10, and through an analysis of division involving zero.