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How to Teach Division to Grade 1
Division:Symbol for Division:
Division is making required number of equal parts out of the given object. The symbol of division is given as :
Division : Example:10÷2
Long division : used when computing a long division problem.
Fraction bar : $\frac{36}{6}$ dividend 36 is named as numerator and the divisor 6 is denominator of the given fraction.
Stages of Division:
Step 1: Recall the table of 2 till u reach the number 8.
Step 2: Write the multiplicative in division form as shown below
Step 3: Write the product of 2 and 4 below 8.
Step 4: Subtract the product from given number 8.
Step 5: 8 ÷ 2 = 4
Division of two digit Number:
Division of two digit number can be carried out using single digit or two digit number.
Example 18 ÷ 2
Step 1: Recall the table of 2 till u reach the number 18.
Step 2: Write the multiplicative in division form as shown below
Step 3: Multiply the quotient with divisor
Step 4: Subtract the product from given number 18.
Step 5: 18÷2 = 9
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From Wikipedia
In arithmetic, long division is a standard procedure suitable for dividing simple or complex multidigit numbers. It breaks down a division problem into a series of easier steps. As in all division problems, one number, called the dividend, is divided by another, called the divisor, producing a result called the quotient. It enables computations involving arbitrarily large numbers to be performed by following a series of simple steps.
Education
Today, inexpensive calculators and computers have become the most common way to solve division problems, decreasing the traditional educational imperative to know how to do so by paper and pencil techniques. (Internally, those devices use one of a variety of division algorithms). In the United States, long division has been especially targeted for deemphasis, or even elimination from the school curriculum, by reform mathematics, though traditionally introduced in the 4th or 5th grades. Some curricula such as Everyday Mathematics teach nonstandard methods, or in the case of TERC argue that long division notation is itself no longer in mathematics. However many in the mathematics community have argued that standard arithmetic methods such as long division should continue to be taught .
An abbreviated form of long division is called short division.
Notation in the UK, Canada, the U.S. Japan and China
Long division does not use the slash (/) or obelus (Ã·) signs, instead displaying the dividend, divisor, and (once it is found) quotient in a tableau. An example is shown below, representing the division of 500 by 4 (with a result of 125). 125 (Explanations) 4)500 4 (4 × 1 = 4) 10 (5  4 = 1) 8 (4 × 2 = 8) 20 (10  8 = 2) 20 (4 × 5 = 20) 0 (20  20 = 0)
The process is begun by dividing the leftmost digit of the dividend by the divisor. The quotient (rounded down to an integer) becomes the first digit of the result, and the remainder is calculated (this step is notated as a subtraction). This remainder carries forward when the process is repeated on the following digit of the dividend (notated as 'bringing down' the next digit to the remainder). When all digits have been processed and no remainder is left, the process is complete.
Here is an example of the process not producing an integer result:
31.75 4)127 12 (1212=0 which is written on the following line) 07 (the seven is brought down from the dividend 127) 4 3.0 (3 is the remainder which is divided by 4 to give 0.75) 2.8 (7 × 4 = 28) 20 (an additional zero is brought down) 20 (5 × 4 = 20) 0
In this example, the decimal part of the result is calculated by continuing the process beyond the units digit, 'bringing down' zeros as being the decimal part of the dividend.
This example also illustrates that, at the beginning of the process, a step that produces a zero can be omitted. Since the first digit 1 is less than the divisor 4, the first step is instead performed on the first two digits 12. Similarly, if the divisor were 13, one would perform the first step on 127 rather than 12 or 1.
Notation in nonEnglishspeaking parts of the world
The same general principles are used in other parts of the world, but the numbers are often arranged differently.
Latin America
In Latin America (except Mexico and Brazil), the calculation is almost exactly the same, but is written down differently as shown below with the same two examples used above. Usually the quotient is written under a bar drawn under the divisor. A long vertical line is sometimes drawn to the right of the calculations.
500 Ã· 4 = 125 (Explanations) 4 (4 × 1 = 4) 10 (5  4 = 1) 8 (4 × 2 = 8) 20 (10  8 = 2) 20 (4 × 5 = 20) 0 (20  20 = 0)
and
127 Ã· 4 = 31.75 12 (1212=0 which is written on the following line) 07 (the seven is brought down from the dividend 127) 4 3.0 (3 is the remainder which is divided by 4 to give 0.75) 2 8 (7 × 4 = 28) 20 (an additional zero is brought down) 20 (5 × 4 = 20) 0 In Mexico, the US notation is used, except that only the result of the subtraction is annotated and the calculation is done mentally, as shown below:
125 (Explanations) 4)500 10 (5  4 = 1) 20 (10  8 = 2) 0 (20  20 = 0)
In Brazil, the European notation (see below) is used, except that the quotient is not separated by a vertical line, as shown below:
1274 12 31,75 07  4 30 28 20 20 0
Same procedure applies in Spain. As in Mexico, only the result of the subtraction is annotated and the calculation is done mentally.
Europe
In Russia and in Frenchspeaking countries (Europe and Africa), the divisor is to the right of the dividend, and separated by a vertical bar. The division also occurs in the column, but the quotient (result) is written below the divider, and separated by the horizontal line.
1274âˆ’12 31,75 07 âˆ’ 4 30 âˆ’28 20 âˆ’20 0
Often, teachers require the vertical bar to be extended so that none of the work flows underneath the quotient, as in the example below of 6359 divided by 17, which is 374 with a remainder of 1.
Unlike the English notation, decimal numbers are not divided directly. Instead the dividend and divisor are multiplied by a power of ten so that the division involves two whole numbers. Therefore, if one were dividing 12,7 by 0,4 (commas being used instead of decimal points), the dividend and divisor would first be changed to 127 and 4, and th
From Yahoo Answers
Answers:Wow. What state are you in? I'm in California and that definitely does not align with the state standards at all. I taught second grade last year we introduced multiplication with them (but not until the last quarter of the school year). I'm teaching first grade right now and we are working on addition. What ever you do, make sure you keep things very concrete. Most students the age you are working with are not ready for much abstract thought. See if you can use manipulatives to help students understand what you are trying to accomplish.
Answers:well im from texas and honestly the teaching system down here is getting outright rediculous! If you came into a Texas first grade room you would see calm organized rooms with a calander on a wall and posters with expectations of the kids like 'active listening' and other stuff. There would be lots of sit down and do your work sheet or instruction to something new. maybe even a few timed quizes and stuff. lots of reading and do it yourself work. Dont get me wrong this is all great b/c the kids are excelling in many areas..but you'll always have those "problem kids" who have things like ADD and cant sit still for that long and we as a school system seem to be going back to punishing them for not being able to concentrate. There probably wont be any centers or homeliving. a few puzzles if your lucky. a spelling bee would be to the extent of "fun" they get in the class room. No glue or scissors or fun art projects; that is limited to 20 min a week in a class with 50 other children and one teacher. And yet Im in the same position you are...going to 2 hrs a week of observations in local public schools so i can get a degree and be told by politicians and psychologists how to do the thing that I love to do the most in this whole world. Pay Raise anyone?? lol
Answers:Wow I wish all questions were this easy. Ok I see two different ways this could be worked however I'd say the latter is a grade 8/9 way of looking at it and not grade 3. First way 12 divided by 4 = 4 x 3 27 divided by 3 = 9 x 3 The other is: 12 divided by 4 = (3) So then it would be 1 x 3 27 divided by 3 = (9) So then it would be 3 x 3 **This is Algebra which isn't covered until grade 8/9 In this case you are solving for __ (or in algebra "x") Again the latter is not a grade 3 level question and if that is what the teacher believes the answer to be then perhaps you should suggest there should be more instruction or more age appropriate questions.
Answers:Make sure that he knows his tables (mutliplication and division) very, very well. He should know them instantaneously, without having to think about it; otherwise, he'll spend too much mental energy on figuring out the tables and is likely to not really get the more complicated ideas. Work on making sure that he really understands that multiplication and division are opposites of each other. Have him give you the other problems in a "fact family" when you give him a simple mutiplication or division problem. For example, if told that 4 x 6 = 24, he should be able to tell you that 6 x 4 = 24; 24 divided by 6 = 4; 24 divided by 4 = 6. Practicing this regularly for a while, will help him with some more complicated concepts. You can use objects to practice the basic concepts of division and mutiplication, such as taking 24 M & Ms and dividing them evenly amongst 4 imaginary people to act out 24 divided by 4. Make sure that he has really mastered the basic ideas. Eventually branch out to acting out problems with a remainder. Try to have him divide 13 blocks evenly amongst 4 stuffed animals, to get the idea that 13 divided by 4 = 3 with one extra block left over. Practice this sort of thing a lot with objects; then try doing it with objects and also writing out the divisionso that he can see how the reality of dividing translates into writing out the math. Keep doing it with objects and writing out the math until he tells you that he doesn't need to bother with the objects any more. Some kids will master the notion sooner than others; go at his pace. (And meanwhile, continue working on reviewing the basic facts.) Don't be afraid to back off for a while and do some other topics in math for a while. Sometimes, a child isn't quite ready for the topic, or needs a break if he's felt frustrated or confused by it. Work on some fun math topics for a while (graphing, Roman numerals, etc.) to give him a break and then come back to it later. Try practicing basic facts in different ways. In addition to flash cards or copying them or reciting them, try watching the "Multiplication Rock" video. Or play "Multiplication War"divide a deck of cards between 2 people (remove the face cards); each player places their pile of cards face down; turn over 2 cards each, at the same time; each player multiplies the 2 cards together; the person with the highest product takes all the cards that were turned over; if a player gives the wrong product, the other automatically wins the cards; the person who ends the game with the most cards wins. Or get a computer math game. Or use flashcards and give a small treat for every 5 (or 10) that he can get right instantaneously. Or use a board game and revise the rules to have moves determined by mutliplying the numbers on the dice together. (Or to practice larger facts, by specialty dice that have more than 6 sides and have numbers past 6 on them.) Hope this helps...
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