Understanding basic division
Denise has made a good post on the concept of division , which I heartily recommend. She deals with a study where Finnish researchers gave this problem about division and remainders to high school students and pre-service teachers: We know that: 498 ÷ 6 = 83. How could you use this relationship (without using long-division) to discover the answer to: 491 ÷ 6 = ? [No calculators allowed!] I really like the question. To solve it, you need to TRULY understand what DIVISION and remainders are all about! Now, let's think about it. Have you ever seen a pattern in division and remainders , like the one below? 20 ÷ 4 = 5 21 ÷ 4 = 5 R1, or 5 1/4 22 ÷ 4 = 5 R2, or 5 2/4 23 ÷ 4 = 5 R3, or 5 3/4 24 ÷ 4 = 6 25 ÷ 4 = 6 R1, or 6 1/4 26 ÷ 4 = 6 R2, or 6 2/4 27 ÷ 4 = 6 R3, or 6 3/4 28 ÷ 4 = 7 29 ÷ 4 = 7 R1, or 7 1/4 30 ÷ 4 = 7 R2, or 7 2/4 31 ÷ 4 = 7 R3, or 7 3/4 Students need to see and do such patterns when they are first learning basic division. The pattern shows that every fourth number ...