## Multi-digit dividends

by on May.27, 2010, under Lesson plans, Math, Reviews

Describe the process of finding quotients involving multi-digit dividends using models, place value, properties, and the relationship of division to multiplication.

TITLE: Multi-digit dividends

AUTHOR: Teacher’s name

OVERVIEW: Understanding division in all its aspects (from simple operation to properties and connection with multiplication) can be difficult for many students. It takes time and practice in order to can use it further in algebra, geometry, trigonometry or calculus. Also the practical part is very important for using division confidently in real life.

OBJECTIVE(s): The students will be able to:

1. Accurately divide multi-digit numbers;

2. Accurately understand and use division’s property of being distributive;

3. Accurately understand the relation between division and multiplication; check the correctness of the division using the multiplication

RESOURCES/MATERIALS:
Student Materials = crayons or markers, pencils, paper.

Teacher Materials = Chalkboard, chalk

ACTIVITIES AND PROCEDURES:

1. Divide the class into groups of four.

2. Each group will receive a number of sheets of paper (24, 25, 26, 27, etc) and they will try to divide equally to each student the same no. of sheets.

3. Ask the groups how do they think that this action can be represented mathematically? After more tries, the teacher and the students will write on the chalkboard the divisions: 24:4=6, 25:4=6 and 1 as remainder, etc. The remainder can be seen as the number of sheets of paper remained.

4. Then take the one paper remained from the second group, cut it in 4 equal parts and then write on the chalk board 25:4=6 and ¼, or 6,25.

The students can learn the division in the following form: 25:4=6,25
24
=10
8
20
20
==
5. Repeat the same thing with the other operations from all the groups in the classroom and make sure that the students have understood both interpretations of these divisions.

6. Teach the students to check the correctness of the division: 25=4 x 6 +1 or 25 = 4 x 6,25.

7. Challenge the students to approximate results of some divisions (for example: 807: 20 is approx. 40 because 807:20 = (800 + 7):20 = 800: 20 + 7: 20 = 40 + 0,35 (distributive) . Another example could be 870:20 = (900-30):20=900:20 – 30:20 = 45 – 1,5= 43,5.

TYING IT ALL TOGETHER:
This lesson can be completed as one lesson or extended to several,
depending on the level and ability of the class. Examples and exercise as many as possible are recommended.

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