Division of Whole Numbers
The basic division facts include:
- All two-place whole numbers divided by any one-place whole number to obtain a one-place whole number (no remainder) for the quotient.
- All one or two place whole numbers divided by any one-place whole number to obtain a one-place whole number (no remainder) for the quotient.
- All one or two place whole numbers divided by a one or two place whole number to obtain a one-place whole number (no remainder) for the quotient.
- Correct response is not given.
When dealing with remainders in division which one of the following suggestions should be considered?
Leaving the remainder where it is located is better than appending r.3 or rem.3 to the quotient.
The word problem being solved will provide a clue to dealing with remainders.
Loop the remainder so it won’t be forgotten.
All the preceding choices should be considered.
Which example does not require the division operation?
__F__
-
5 = F c. 5 ) 0
0
b. F x 5 = 0 d. 0 ÷ 5 = F
The pupil’s difficulty in the following example is due to:
_1 4_
4 ) 416
- 4__
16
- 16
0
- A lack of understanding of the concept of fractional numbers.
- A misunderstanding of basic division facts.
- A lack of understanding of place values.
- Misunderstanding the special case of 0
0
Division may be described as:
- An operation on two factors in order to obtain in a quotient.
- An operation on a factor and a quotient to obtain a product.
- An operation on a product and a quotient to obtain an addend.
- An operation on a factor and a product to obtain another factor.
Using a contemporary approach towards estimating quotients, which one of the following comments would help the pupil most in solving the example:
_____
8 ) 120 ?
- How many times does eight go into 120?
- Is there one set of eight in 120? Are there ten sets of eight in 120? Are there one hundred sets of eight in 120?
- Is there one set of eight in 120? Are there ten sets of eight in 120? Are there twenty sets of eight in 120?
- No consideration need be given to such thought patterns because it is most important to obtain the correct quotient.
Once the basic division facts have been learned, which of the following examples of division would represent the next level of difficulty?
- A two-place number divided by a on-place number (excluding the basic facts) without a remainder.
- A two-place number divided by a one-place number (excluding basic facts) with a remainder.
- A two-place number divided by a two-place number without a remainder.
- Any of the above mentioned examples would be appropriate.
Which of the following is not an example of division?
a. 2 x = 10 c. ______ = 2
7
______
| _ |
- 14 = d. 3 ) 12
3
Forty-eight children are going on a field trip. Five children will ride safely in a car. How many cars will be needed for the trip? How will the remainder be handled in this problem?
- Ignore it.
- Raise the answer to the next number.
- Write r. 3 as part of the quotient.
- Write the remainder as the numerator of the fraction and place it next to the whole number in the quotient.
Which problem is an example of partitive division?
- If Jack cut a twelve-inch candy cane into three-inch pieces, how many pieces of candy would he have?
- Fifty-six girl scouts were assigned to seven cabins. How many girls were assigned to each cabin.
- Susan had fifty-seven pictures of her new album. She put six pictures on each page. How many full pages did she have?
- Two hundred boy scouts at meals in the camp lodge. Eight boys sat at each table. How many tables were there?
Which one (ones) of the following examples or problems is (are) classified as measurement division?
a. At .38¢ a gallon, how many gallons of gas can be purchased for $4.56?
b. 1782 ÷ 4 = N
c. Six pounds of apples cost .75¢ What was the price of apples per pound?
d. 840 ÷ N = 105
Jim’s brother drove his car 187 miles on ten gallons of gas. How many miles did he get per gallon?
A. 2, 4 C. 1, 3, 5
B. 1 D. All of the examples &
problems listed above
