So now lets get even bigger and do one that just happens to be square. Further let them figure out the algorythim for themselves as you direct their discovery in a math rich environment. But long division is a bitch if you don't understand the basic concepts and you can't multiply. Besides that's all the algorithms do is make counting fast. By then they have the concept and they realize paper and pencil is MUCH FASTER than playing with blocks. Pat answer: "you don't." You do lots of easy ones where it works out perfectly and then a few where we have remainders like 4 is contained in 13 how many times and 12 is contained in 133 how many times BEFORE you even think of moving to dynamic problems. I used train teachers all the time and the first thing out of their mouths after their initial excitement subsided was how do do a problem like 7 is contained in 132. Here we are going to count how many times 12 is contained in 132. Do many smaller ones and have them count.you might also do a few where they have to give you parameter just for fun. YOU would NOT do this with your students unless they were quite familiar with the blocks and even then. Now because this is a demo video more or less and because my students are familiar with the blocks we jumped a bunch of steps to a much bigger problem. Once we start getting it down they will be able to do long division in their heads with no blocks and no paper and pencil either. Meantime we do Long Division With Base Ten Blocks so that it is readily understandable and visually obvious. Later when they are comfortable with the concepts we can start naming names. To little kids you are right it doesn't matter and you will note you do not hear these math terms in the video below because at the moment this is extraneous information. You be surprised at how many people can't figure out the syntax of Multiplier, Multiplicand, Product or think it doesn't matter. Besides we denote that this way: 12 ÷ 4 = 3.ĭividend. This is solved quite simply by saying 4 is contained in 12 how many times? We read left to right so saying 12 divided by 4 is confusing. "I think I'll call this place Golgatha and move on." Kids have a hard time reading division because of this. The number inside the rectangle is the dividend the thing being divided, and the number outside (the 4) is the divisor and the 3 is the quotient. We are counting a rectangle that is 4 across and contains 12. But step one was knowing I had to do subtraction. Today I found myself with an older student and I told him I don't care about the computation at the moment.I want you to understand the concepts.we'll do the computation later.we trying to find the area of a shaded region with a square and a circle inscribed where the only information was the radius of the circle. And one more time computation is not mathematics. Some call this multiplication and subtraction and others call it division. We are fooling around with rectangles and counting. Remember degree of difficulty.and the other 5 basic concepts. Just because you should cross teach whenever you get the chance so your students can see how it all fits together into one language. And here we will add a little about square roots too.just for fun. It's EASY if you understand the concepts. There is now an in-depth post at The House Of Math about Long Division With Base Ten Blocks. UPDATE: Divinely Dandy non Difficult Division is DONE! (See below.) This one includes the #1 video hit for division with base ten blocks. UPDATE: Here is yet another post on division due to the fact I see people showing how to use base ten blocks that are less effective than they could be.
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