Ralleia Experimental Primary Schools
Math Lessons with Operations: Reverse acts of multiplication: Sharing Division and Measurement Division
Teacher: Matina Ntouskou  Petraki Evangelia
Class: D1
The issue that concerned us first in class, was the division, namely the distinction between sharing division and measurement division, as well as their emergence as a reverse acts of multiplication. Secondly we worked on multiples of a number and its ability to be divided exactly by the specific number.
Objectives

To learn how to distinguish sharing division and measurement division.

To understand that they are both the diverse acts of proliferation.

To have the ability to give a multiple of a number and then divide it.

To maintain positive attitude.
Initial Assessment Rubric
The choice of this particular subject was due to the fact that most of the students in our class didn’t know to distinguish the divisions and they didn’t feel confidence with the division in general.
What it is more needed for the students to understand:
A) A better enhancement of their cognitive abilities.
B) Study of the division and multiplication tables.
C) Better understanding that division functions as an inverse operation of multiplication and the two different types of division.
We started giving students the rubric. With this questionnaire we wanted to detect the existing knowledge of students, and also to highlight attitudes, perceptions, prejudices and stressful situations about the division.
For this reason the rubric included questions related to the cognitive part, to control the knowledge about the division, and questions concerning the emotional field like "I feel stressed because I will not manage to solve the division." The results showed the area of knowledge that confusion existed in relation to the separation of divisions in the largest percentage of students, while, as concerns the emotional field, about half students feel stress when they have to deal with the division.
Finally we prepared three Scratch schenarios that helped us achieve the objectives of the lesson.
Conclusions:
a) Students increased their ability to distinguish sharing division and measurement division.
b) Students understood that division is the inverse operation of multiplication.
c) They became more capable to give the multiple of a number and then divide it.
d) They obtained a more positive attitude towards division and were more willing to solve one.
As a conclusion, scratch helped students to better understand mathematical concepts which were difficult for them. Therefore it can be used as an aid in teaching to illustrate mathematical concepts. However its use demands a lot of time for the tutor to prepare each lesson.