Have already learned to find the remainder in easy division problems Place: in the very end of the division, in the ones colum (instead of Very important step! The "multiply & subtract" part is often veryĬonfusing to students, so here we practice it in the easiest possible Remainder using the process of "multiply & subtract". So combine the 3 thousands with the 2Ĩ goes into 7 zero times, and leaves a remainder of 7. First, students canĪnd simply write the remainder right after Tens digits still divide evenly by the divisor. Now, there is a remainder in the ones (units). Multiplying the quotient and the divisor. The result 6 tens goes as part of the quotient. That makes 24 tens, and you CAN divideĢ4 tens by 4. Result would be less than 100, so that is why the quotient won't have Put 6 in the quotient.Ģ of 248 is of course 200 in reality. You can put zero in the quotient in the hundreds place or omit it.īut 4 does go into 24, six times. 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: To get used to asking how many times does the divisor go into the various digits of the dividend.Įxample problems for this step follow.To get used to the long division "corner" so that the quotient is written on top.We divide numbers where each of the hundreds, tens, and ones digits are evenly divisible by the divisor. Step 1: Division is even in all the digits Students practice the whole algorithm using longer dividends. Step 4: A remainder in any of the place.
StudentsĪlgorithm, including "dropping down the next digit", using 2-digit Here, students practice just the dividing part. Step 1: Division is even in all the digits.To avoid the confusion, I advocate teaching long division in such aįashion that children are NOT exposed to all of those steps at first. In fact, to point that out, I like to combine them into a single "multiply & subtract" They don't seemingly have to do with division-they have to do with finding the remainder. Of these steps, #2 and #3 can become difficult and confusing to students because Long division is an algorithm that repeats the basic steps ofĭivide 2) Multiply 3) Subtract 4) Drop down the next digit. One reason why long division is difficult
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