anyone teach me long division method ::2765 ::6889
Answers
Answer:
Before a child is ready to learn long division, he/she has to know:
multiplication tables (at least fairly well)
basic division concept, based on multiplication tables
(for example 28 ÷ 7 or 56 ÷ 8)
basic division with remainders (for example 54 ÷ 7 or 23 ÷ 5)
Step-by-step explanation:
Long division is an algorithm that repeats the basic steps of
1) Divide; 2) Multiply; 3) Subtract; 4) Drop down the next digit.
Of these steps, #2 and #3 can become difficult and confusing to students because they don't seemingly have to do with division—they have to do with finding the remainder. In fact, to point that out, I like to combine them into a single "multiply & subtract" step.
To avoid the confusion, I advocate teaching long division in such a fashion that children are NOT exposed to all of those steps at first. Instead, you can teach it in several "steps":
Step 1: Division is even in all the digits. Here, students practice just the dividing part.
Step 2: A remainder in the ones. Now, students practice the "multiply & subtract" part and connect that with finding the remainder.
Step 3: A remainder in the tens. Students now use the whole algorithm, including "dropping down the next digit", using 2-digit dividends.
Step 4: A remainder in any of the place values. Students practice the whole algorithm using longer dividends.
Step 1: Division is even in all the digits
We divide numbers where each of the hundreds, tens, and ones digits are evenly divisible by the divisor. The GOAL in this first, easy step is to get students used to two things:
To get used to the long division "corner" so that the quotient is written on top.
To get used to asking how many times does the divisor go into the various digits of the dividend.
Example problems for this step follow. Students should check each division by multiplication.
a.
4
)
8 4 b.
3
)
6 6 0 c.
4
)
8 0 4 0
In this step, students also learn to look at the first two digits of the dividend if the divisor does not "go into" the first digit:
h t o
0
4
)
2 4 8
h t o
0 6 2
4
)
2 4 8
4 does not go into 2. You can put zero in the quotient in the hundreds place or omit it. But 4 does go into 24, six times. Put 6 in the quotient.
Explanation:
The 2 of 248 is of course 200 in reality. If you divided 200 by 4, the result would be less than 100, so that is why the quotient won't have any whole hundreds.
But then you combine the 2 hundreds with the 4 tens. That makes 24 tens, and you CAN divide 24 tens by 4. The result 6 tens goes as part of the quotient.
Check the final answer: 4 × 62 = 248
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