Division with The Remainder:. Consider the same aforementioned example but with a modification. Suppose this time the candies are to be distributed among 3 members, that is 20 candies are to be distributed among three children. The division is shown below:. Here, the candies are equally distributed among 3 children such that each having 6 candies but 2 candies are left which cannot be divided into three as a whole.
Thus, the remainder of this division is called the remainder. If the value of divisor, quotient, and remainder is given then we can find dividend divided by the following dividend formula:.
It is just the reverse process of division. In the example above we first divided the dividend by divisor and subtracted the multiple with the dividend. That means, we first divided and then subtracted.
Thus, to find the dividend we need to do the opposite, that means we first need to multiply instead of dividing and then add instead of subtracting. Here are dividend examples for you for a better understanding of the concept:. Suppose we need to divide 11 into 2 equal whole parts. In all the respective forms results remain the same. Let us have a generic look at the image below, which shows the various methods of writing a dividend.
Without dividends, division operation is not possible. Suppose we have to divide the number 75 by 5. In this division fact:. To have a thorough verification of division we can use the formula for finding dividends or in other words it is the division formula.
Look at the formula mentioned below. Therefore, the value of the dividend is Let us understand the formula of finding dividends when the remainder is zero. For this particular case the formula will be:. When a group of items or a collection is broken down into equal parts or sections we call it a fraction of a whole. All fractions consist of a numerator and a denominator.
Dividend and the divisor both are the major parts of the division fact. Without a divisor, we cannit divide the dividend and without a dividend, we cannot perform the division. Divisor divides the dividend into equal parts whereas dividend gets equally divided by the divisor. Let us understand this fact with an illustration. If any one term is missing we cannot perform the division with a single term. Here, 13 is the quotient. Example 1: There are pencil boxes to be distributed among children.
It was planned to give away 5 pencil boxes to each child. Find out how many children will get the pencil boxes. Form the division fact and determine the dividend in the problem. As a teacher, do not be discouraged by slow progress. Remember, this may be the first time many of your students have ever encountered the concept. Your task is to take the needed time and effort to encourage students to learn this process. As much as possible, try to relate different division problems to your students.
If they're interested in basketball, for example, have them divide groups of players or basketballs. Additionally, connect division to other topics, such as multiplication, fractions, and equations, when they appear to reinforce the concept many times. Continual assessment when teaching division is necessary and can take the form of warm-up problems, digital practice for example with our own digital math practice solution, Waggle , or exit tickets, in addition to more formal assessment such as quizzes and tests.
Return to the concept throughout the year to ensure retention and build mastery. Need more ideas to teach what is a divisor in math? Looking for more free lessons and activities for elementary and middle school? Be sure to explore our Free Teaching Resources hub!
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Sign In. Cart 0. My Account. Tweet Tweet Share. Comparing Division and Multiplication In order to teach division, it usually helps to start with multiplication. Dividend vs. The Standard Algorithm for Division As students master their basic division facts, the need will arise for students to learn how to divide larger dividends. Lesson 1: Introducing the Concept of Division As with addition, subtraction, and multiplication, students practice strategies and algorithms that allow them to perform operations beyond basic facts.
Materials: Base-ten blocks that all students can see for example, with an overhead projector ; base-ten blocks that students can use Preparation: Be sure to provide at least one set of base-ten blocks for each pair of students. The 54 represents the total number of items you begin with. The 9 represents how many items are in each group. The quotient is 6. It is the quotient, but more importantly, the 6 represents the number of groups you will divide the 54 items into groups to have 9 items in each group.
The quotient, or number of groups, is written above the Ask: Let's try another problem now. The 68 represents the total number of items you begin with. The 4 represents how many items are in each group. Since this is not a basic division fact, it is unlikely that students will be able to find a correct quotient.
If students do think they know the quotient, have them share their thinking. Compare strategies, and share that one common strategy for performing more complicated division with multi-digit numbers is using the standard algorithm.
Say: When we are dividing numbers too large for us to immediately know the answer to, it is best to do the problem in several small parts. Say: When completing the long division expression "68 divided by 4," remember that 68 is 6 tens and 8 ones. Show 6 tens so that the entire class can see them. Ask: How many equal groups of 4 tens can you make? You can make 1 group that will contain 4 tens.
Say: Since you can make only 1 group, you write a 1 over the tens place in Say: Since you cannot make additional groups containing four tens, you will need to regroup the remaining 2 for 20 ones. Show 2 tens being regrouped as 20 ones so that the entire class can see. Next, combine the 20 ones with the 8 ones.
Ask: If we combine the 20 ones with the 8 ones, how many ones will we have? Ask: How many groups with 4 ones in each group can we make from the 28 ones?
We can make 7 groups with 4 ones in each group. Say: Since 7 groups of 4 ones can be made, we write 7 above the ones place in
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