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Understanding 3-Digit Numbers and Division

1) The document discusses math concepts taught in Year 2 at Cuemath, including division presented as equal distribution of objects into groups, forming and scaling 3-digit numbers, and using pictographs to derive insights from raw data. 2) Students learn division by drawing circles into groups to represent problems, building on their understanding of multiplication. 3) Children extend their knowledge of numbers to form 3-digit numbers up to 999 by understanding place value and how numbers scale up with additional places.

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minu khemka
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717 views2 pages

Understanding 3-Digit Numbers and Division

1) The document discusses math concepts taught in Year 2 at Cuemath, including division presented as equal distribution of objects into groups, forming and scaling 3-digit numbers, and using pictographs to derive insights from raw data. 2) Students learn division by drawing circles into groups to represent problems, building on their understanding of multiplication. 3) Children extend their knowledge of numbers to form 3-digit numbers up to 999 by understanding place value and how numbers scale up with additional places.

Uploaded by

minu khemka
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
  • Algorithm of Division as Equal Distribution: Explains how long division can be conceptualized through the algorithm of equal distribution, using visual aids and practical examples.
  • Pictographs: Deriving Insights from Raw Data: Describes the use of pictographs in education to help children draw meaningful conclusions from data by categorizing and representing it visually.

CUEMATH YEAR 2

364 26 = 14
364 13 = ?
You aren’t allowed to use long division!
Suppose we had said instead: "We took 364 toys and distributed them equally among 26 bags.
Each bag got 14 toys. How much would each bag have got if we'd used only 13 bags?"

ALGORITHM OF DIVISION AS “EQUAL DISTRIBUTION”


At Cuemath, children see division come to life through word problems which train the child to choose
the appropriate operation, rather than mechanistically responding to terms like "divisor", "dividend".
Students recognise the algorithm of division as distributing equally.
1. Draw circles one by one in each, dividing 2. Group the circles for the given division 3. Twelve items have to be divided into groups of four
12 circles in 3 groups facts and fill the boxes
Jump/ Group Jump/ Group Jump/ Group
3 2 1

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Number of groups formed = 3

18 circles are divided into 4. Fifteen items have to be divided into groups of five
division fact
12 3 = 4 2 9
groups division factor
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
3 6
Number of groups formed =
groups division factor

They also build their understanding of division by extending their knowledge of multiplication, and see
3 x 4 = 12 as similar logic to 12 ÷ 3 = 4. Rather than mechanically applying the steps for the
"long-division method", they can triangulate the solution faster by solving even a division problem
through multiplication.

FORMING AND SCALING 3-DIGIT NUMBERS


Children extend their knowledge of numbers to form three-digit numbers – upto 999. They understand
the logic of place values, and learn how number scale up. They can now “visualise” the difference,
between 3 and 2 digit numbers, not just remember them as a sequence. They can then scale this
algorithm to form and play with larger numbers in later years.

Let’s visually represent the number 394 There are three places here- Hundreds, Tens and Ones.
These are called the place names.
Hundreds Tens Ones
Number of ‘Hundreds’ disks 3
Place value of the digit at the ‘Hundreds’ place 300

Number of ‘Tens’ disks 9


Place value of the digit at the ‘Tens’ place 90

Number of ‘Ones’ disks 4


Place value of the digit at the ‘Ones’ place 4
PICTOGRAPHS: DERIVING INSIGHTS FROM RAW DATA
The table below shows the number of tokens six children won at a gaming
zone. Each token represents one unit.

Raj
Who won the most tokens?

Hina
Madhur

Who won fewer tokens - Madhur or Mansi?

Mansi Mansi

Which two children won the same number of tokens?


Hina
Madhur and Vinay

Priya

Vinay

At Cuemath, children arrange, organize and represent (classify) raw data as pictographs to draw
meaningful conclusions. By figuring out an optimal algorithm to represent information, students
intuitively understand why data needs to represented meaningfully to derive insights. This is
foundational to problem solving.

STATISTICS
Higher Grades

FRACTIONS
DECIMALS

3 DIGIT NUMBERS Grade 3

DIVISION

PICTOGRAPHS

Grade 2

ALL CONCEPTS COVERED IN YEAR 2


1. Three-digit Numbers 5. Shapes and Patterns
2. Addition and Subtraction 6. Measurement
3. Multiplication and Division 7. Pictographs
4. Time and Money

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