Spark PILOT 2017 [Kumon Oak Bay Victoria] Spark PILOT 2017 [Kumon Oak Bay Victoria] | Page 19

S PA R K M a g a z i n e | P I L O T 2 0 1 7
In C 121-160, students must mentally calculate
the quotients and remainders of horizontal
division problems. This will help develop
the mental calculation ability necessary for
C 161-200.
When the problems become more difficult, they
may need to be guided with steps. In C 161-180,
students should not write out the steps. At first,
they may need to, but encourage them to do these
problems mentally.
KUM O N ST U DI E S
Level D
In Worksheets D 81-150, students develop their
estimation ability and improve their number sense.
In the first set of this learning block, D 81-90, the
divisor is either 21, 31, or 41. These divisors are
used because they involve no carryovers, and
students therefore become used to dividing using
the whole divisor rather than only the first digit of
the divisor.
The divisor is 31 for every problem in D 85-87.
While studying these worksheets, Instructors can
use previous problems as a hint for students to
find quotients to later problems. Students can use
previous problems with the same divisor to help
find the quotient to the next problems. Using the
same divisor helps students develop estimation
gradually and their ability to find quotients
without relying on side calculations. Try to develop
the students’ ability to estimate quotients in this
section. Multiplication calculations on the side of
the page are a sure indication that estimation skills
are not fully developed.
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In Worksheets C 161-
200, students should not
write out the steps.
The instructions say,
“Divide. Write only the
answers.” Students can
begin this section by
finding the quotient and
remainder mentally,
by using their mental
calculation skills
developed in horizontal
division, C 111-160.