A calculator where you can write in a column. How to divide into a column? How to explain long division to a child? Division by single-digit, two-digit, three-digit numbers, division with a remainder

A columnar calculator for Android devices will become a wonderful assistant for modern schoolchildren. The program not only gives the correct answer to a mathematical operation, but also clearly demonstrates its step-by-step solution. If you need more complex calculators, you can look at an advanced engineering calculator.

Peculiarities

The main feature of the program is the uniqueness of the calculation of mathematical operations. Displaying the calculation process in a column allows students to familiarize themselves with it in more detail, understand the solution algorithm, and not just get the finished result and copy it into a notebook. This feature has a huge advantage over other calculators because... Quite often at school, teachers require that intermediate calculations be written down in order to make sure that the student performs them in his head and really understands the algorithm for solving problems. By the way, we have another program of a similar kind -.

To start using the program, you need to download a column calculator for Android. You can do this on our website absolutely free of charge without additional registrations or SMS. After installation, the main page will open in the form of a notebook sheet in a cage, on which, in fact, the results of calculations and their detailed solution will be displayed. At the bottom there is a panel with buttons:

1. Numbers.
2. Signs of arithmetic operations.
3. Deleting previously entered characters.

Input is carried out according to the same principle as on. The only difference is in the application interface - all mathematical calculations and their results are displayed in a virtual student notebook.

The application allows you to quickly and correctly perform standard mathematical calculations for a schoolchild:

• multiplication;
• division;
• addition;
• subtraction.

A nice addition to the app is the daily math homework reminder feature. If you want, do your homework. To enable it, go to the settings (click the gear-shaped button) and check the reminder box.

Advantages and disadvantages

1. Helps the student not only quickly obtain the correct result of mathematical calculations, but also understand the principle of calculation itself.
2. A very simple, intuitive interface for every user.
3. You can install the application even on the most budget Android device with operating system 2.2 and later.
4. The calculator saves a history of mathematical calculations performed, which can be cleared at any time.

The calculator is limited in mathematical operations, so it cannot be used for complex calculations that an engineering calculator could handle. However, given the purpose of the application itself - to clearly demonstrate to primary school students the principle of columnar calculations, this should not be considered a disadvantage.

The application will also be an excellent assistant not only for schoolchildren, but also for parents who want to interest their child in mathematics and teach him to perform calculations correctly and consistently. If you have already used the Column Calculator application, leave your impressions below in the comments.

Division is one of the four basic mathematical operations (addition, subtraction, multiplication). Division, like other operations, is important not only in mathematics, but also in everyday life. For example, you as a whole class (25 people) donate money and buy a gift for the teacher, but you don’t spend it all, there will be change left over. So you will need to divide the change among everyone. The division operation comes into play to help you solve this problem.

Division is an interesting operation, as we will see in this article!

Dividing numbers

So, a little theory, and then practice! What is division? Division is breaking something into equal parts. That is, it could be a bag of sweets that needs to be divided into equal parts. For example, there are 9 candies in a bag, and the person who wants to receive them is three. Then you need to divide these 9 candies among three people.

It is written like this: 9:3, the answer will be the number 3. That is, dividing the number 9 by the number 3 shows the number of three numbers contained in the number 9. The reverse action, a check, will be multiplication. 3*3=9. Right? Absolutely.

So let's look at example 12:6. First, let's name each component of the example. 12 – dividend, that is. a number that can be divided into parts. 6 is a divisor, this is the number of parts into which the dividend is divided. And the result will be a number called “quotient”.

Let's divide 12 by 6, the answer will be the number 2. You can check the solution by multiplying: 2*6=12. It turns out that the number 6 is contained 2 times in the number 12.

Division with remainder

What is division with a remainder? This is the same division, only the result is not an even number, as shown above.

For example, let's divide 17 by 5. Since the largest number divisible by 5 to 17 is 15, then the answer will be 3 and the remainder is 2, and is written like this: 17:5 = 3(2).

For example, 22:7. In the same way, we determine the maximum number divisible by 7 to 22. This number is 21. The answer then will be: 3 and the remainder 1. And it is written: 22:7 = 3 (1).

Division by 3 and 9

A special case of division would be division by the number 3 and the number 9. If you want to find out whether a number is divisible by 3 or 9 without a remainder, then you will need:

Find the sum of the digits of the dividend.

Divide by 3 or 9 (depending on what you need).

If the answer is obtained without a remainder, then the number will be divided without a remainder.

For example, the number 18. The sum of the digits is 1+8 = 9. The sum of the digits is divisible by both 3 and 9. The number 18:9=2, 18:3=6. Divided without remainder.

For example, the number 63. The sum of the digits is 6+3 = 9. Divisible by both 9 and 3. 63:9 = 7, and 63:3 = 21. Such operations are carried out with any number to find out whether it is divisible with the remainder by 3 or 9, or not.

Multiplication and division

Multiplication and division are opposite operations. Multiplication can be used as a test for division, and division can be used as a test for multiplication. You can learn more about multiplication and master the operation in our article about multiplication. Which describes multiplication in detail and how to do it correctly. There you will also find the multiplication table and examples for training.

Here is an example of checking division and multiplication. Let's say the example is 6*4. Answer: 24. Then let's check the answer by division: 24:4=6, 24:6=4. It was decided correctly. In this case, the check is performed by dividing the answer by one of the factors.

Or an example is given for the division 56:8. Answer: 7. Then the test will be 8*7=56. Right? Yes. In this case, the test is performed by multiplying the answer by the divisor.

Division 3 class

In third grade they are just starting to go through division. Therefore, third graders solve the simplest problems:

Problem 1. A factory worker was given the task of putting 56 cakes into 8 packages. How many cakes should be put in each package to make the same amount in each?

Problem 2. On New Year's Eve at school, children in a class of 15 students were given 75 candies. How many candies should each child receive?

Problem 3. Roma, Sasha and Misha picked 27 apples from the apple tree. How many apples will each person get if they need to be divided equally?

Problem 4. Four friends bought 58 cookies. But then they realized that they could not divide them equally. How many additional cookies do the kids need to buy so that each gets 15?

Division 4th grade

The division in the fourth grade is more serious than in the third. All calculations are carried out using the column division method, and the numbers involved in the division are not small. What is long division? You can find the answer below:

Column division

What is long division? This is a method that allows you to find the answer to dividing large numbers. If prime numbers like 16 and 4 can be divided, and the answer is clear - 4. Then 512:8 is not easy for a child in his mind. And it’s our task to talk about the technique for solving such examples.

Let's look at an example, 512:8.

1 step. Let's write the dividend and divisor as follows:

The quotient will ultimately be written under the divisor, and the calculations under the dividend.

Step 2. We start dividing from left to right. First we take the number 5:

Step 3. The number 5 is less than the number 8, which means it will not be possible to divide. Therefore, we take another digit of the dividend:

Now 51 is greater than 8. This is an incomplete quotient.

Step 4. We put a dot under the divisor.

Step 5. After 51 there is another number 2, which means there will be one more number in the answer, that is. quotient is a two-digit number. Let's put the second point:

Step 6. We begin the division operation. The largest number divisible by 8 without a remainder to 51 is 48. Dividing 48 by 8, we get 6. Write the number 6 instead of the first dot under the divisor:

Step 7. Then write the number exactly below the number 51 and put a “-” sign:

Step 8. Then we subtract 48 from 51 and get the answer 3.

* 9 step*. We take down the number 2 and write it next to the number 3:

Step 10 We divide the resulting number 32 by 8 and get the second digit of the answer – 4.

So the answer is 64, without remainder. If we divided the number 513, then the remainder would be one.

Division of three digits

Dividing three-digit numbers is done using the long division method, which was explained in the example above. An example of just a three-digit number.

Division of fractions

Dividing fractions is not as difficult as it seems at first glance. For example, (2/3):(1/4). The method of this division is quite simple. 2/3 is the dividend, 1/4 is the divisor. You can replace the division sign (:) with multiplication ( ), but to do this you need to swap the numerator and denominator of the divisor. That is, we get: (2/3)(4/1), (2/3)*4, this is equal to 8/3 or 2 integers and 2/3. Let's give another example, with an illustration for better understanding. Consider the fractions (4/7):(2/5):

As in the previous example, we reverse the 2/5 divisor and get 5/2, replacing division with multiplication. We then get (4/7)*(5/2). We make a reduction and answer: 10/7, then take out the whole part: 1 whole and 3/7.

Dividing numbers into classes

Let's imagine the number 148951784296, and divide it into three digits: 148,951,784,296. So, from right to left: 296 is the class of units, 784 is the class of thousands, 951 is the class of millions, 148 is the class of billions. In turn, in each class 3 digits have their own digit. From right to left: the first digit is units, the second digit is tens, the third is hundreds. For example, the class of units is 296, 6 is ones, 9 is tens, 2 is hundreds.

Division of natural numbers

Division of natural numbers is the simplest division described in this article. It can be either with or without a remainder. The divisor and dividend can be any non-fractional, integer numbers.

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Division presentation

Presentation is another way to visualize the topic of division. Below we will find a link to an excellent presentation that does a good job of explaining how to divide, what division is, what dividend, divisor and quotient are. Don’t waste your time, but consolidate your knowledge!

Examples for division

Easy level

Average level

Difficult level

Games for developing mental arithmetic

Special educational games developed with the participation of Russian scientists from Skolkovo will help improve mental arithmetic skills in an interesting game form.

Game "Guess the operation"

The game “Guess the Operation” develops thinking and memory. The main point of the game is to choose a mathematical sign for the equality to be true. Examples are given on the screen, look carefully and put the required “+” or “-” sign so that the equality is true. The “+” and “-” signs are located at the bottom of the picture, select the desired sign and click on the desired button. If you answered correctly, you score points and continue playing.

Game "Simplification"

The game “Simplification” develops thinking and memory. The main essence of the game is to quickly perform a mathematical operation. A student is drawn on the screen at the blackboard, and a mathematical operation is given; the student needs to calculate this example and write the answer. Below are three answers, count and click the number you need using the mouse. If you answered correctly, you score points and continue playing.

Game "Quick addition"

The game "Quick Addition" develops thinking and memory. The main essence of the game is to choose numbers whose sum is equal to a given number. In this game, a matrix from one to sixteen is given. A given number is written above the matrix; you need to select the numbers in the matrix so that the sum of these digits is equal to the given number. If you answered correctly, you score points and continue playing.

Visual Geometry Game

The game "Visual Geometry" develops thinking and memory. The main essence of the game is to quickly count the number of shaded objects and select it from the list of answers. In this game, blue squares are shown on the screen for a few seconds, you need to quickly count them, then they close. Below the table there are four numbers written, you need to select one correct number and click on it with the mouse. If you answered correctly, you score points and continue playing.

Game "Piggy Bank"

The Piggy Bank game develops thinking and memory. The main essence of the game is to choose which piggy bank has more money. In this game there are four piggy banks, you need to count which piggy bank has the most money and show this piggy bank with the mouse. If you answered correctly, then you score points and continue playing.

Game "Fast addition reload"

The game “Fast addition reboot” develops thinking, memory and attention. The main point of the game is to choose the correct terms, the sum of which will be equal to the given number. In this game, three numbers are given on the screen and a task is given, add the number, the screen indicates which number needs to be added. You select the desired numbers from three numbers and press them. If you answered correctly, then you score points and continue playing.

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The easiest way to divide multi-digit numbers is with a column. Column division is also called corner division.

Before we begin to perform division by a column, we will consider in detail the very form of recording division by a column. First, write down the dividend and put a vertical line to the right of it:

Behind the vertical line, opposite the dividend, write the divisor and draw a horizontal line under it:

Under the horizontal line, the resulting quotient will be written step by step:

Intermediate calculations will be written under the dividend:

The full form of writing division by column is as follows:

How to divide by column

Let's say we need to divide 780 by 12, write the action in a column and proceed to division:

Column division is performed in stages. The first thing we need to do is determine the incomplete dividend. We look at the first digit of the dividend:

this number is 7, since it is less than the divisor, we cannot start division from it, which means we need to take another digit from the dividend, the number 78 is greater than the divisor, so we start division from it:

In our case the number 78 will be incomplete divisible, it is called incomplete because it is only a part of the divisible.

Having determined the incomplete dividend, we can find out how many digits will be in the quotient, for this we need to calculate how many digits are left in the dividend after the incomplete dividend, in our case there is only one digit - 0, this means that the quotient will consist of 2 digits.

Having found out the number of digits that should be in the quotient, you can put dots in its place. If, when completing the division, the number of digits turns out to be more or less than the indicated points, then an error was made somewhere:

Let's start dividing. We need to determine how many times 12 is contained in the number 78. To do this, we sequentially multiply the divisor by the natural numbers 1, 2, 3, ... until we get a number as close as possible to the incomplete dividend or equal to it, but not exceeding it. Thus, we get the number 6, write it under the divisor, and from 78 (according to the rules of column subtraction) we subtract 72 (12 6 = 72). After we subtract 72 from 78, the remainder is 6:

Please note that the remainder of the division shows us whether we have chosen the number correctly. If the remainder is equal to or greater than the divisor, then we did not choose the number correctly and we need to take a larger number.

To the resulting remainder - 6, add the next digit of the dividend - 0. As a result, we get an incomplete dividend - 60. Determine how many times 12 is contained in the number 60. We get the number 5, write it in the quotient after the number 6, and subtract 60 from 60 ( 12 5 = 60). The remainder is zero:

Since there are no more digits left in the dividend, it means 780 is divided by 12 completely. As a result of performing long division, we found the quotient - it is written under the divisor:

Let's consider an example when the quotient results in zeros. Let's say we need to divide 9027 by 9.

We determine the incomplete dividend - this is the number 9. We write 1 into the quotient and subtract 9 from 9. The remainder is zero. Usually, if in intermediate calculations the remainder is zero, it is not written down:

We take down the next digit of the dividend - 0. We remember that when dividing zero by any number there will be zero. We write zero into the quotient (0: 9 = 0) and subtract 0 from 0 in intermediate calculations. Usually, in order not to clutter up intermediate calculations, calculations with zero are not written:

We take down the next digit of the dividend - 2. In intermediate calculations it turned out that the incomplete dividend (2) is less than the divisor (9). In this case, write zero to the quotient and remove the next digit of the dividend:

We determine how many times 9 is contained in the number 27. We get the number 3, write it as a quotient, and subtract 27 from 27. The remainder is zero:

Since there are no more digits left in the dividend, it means that the number 9027 is divided by 9 completely:

Let's consider an example when the dividend ends in zeros. Let's say we need to divide 3000 by 6.

We determine the incomplete dividend - this is the number 30. We write 5 into the quotient and subtract 30 from 30. The remainder is zero. As already mentioned, it is not necessary to write zero in the remainder in intermediate calculations:

We take down the next digit of the dividend - 0. Since dividing zero by any number will result in zero, we write zero in the quotient and subtract 0 from 0 in intermediate calculations:

We take down the next digit of the dividend - 0. We write another zero into the quotient and subtract 0 from 0 in intermediate calculations. Since in intermediate calculations the calculation with zero is usually not written down, the entry can be shortened, leaving only the remainder - 0. Zero in the remainder in at the very end of the calculation is usually written to show that the division is complete:

Since there are no more digits left in the dividend, it means 3000 is divided by 6 completely:

Column division with remainder

Let's say we need to divide 1340 by 23.

We determine the incomplete dividend - this is the number 134. We write 5 into the quotient and subtract 115 from 134. The remainder is 19:

We take down the next digit of the dividend - 0. We determine how many times 23 is contained in the number 190. We get the number 8, write it into the quotient, and subtract 184 from 190. We get the remainder 6:

Since there are no more digits left in the dividend, the division is over. The result is an incomplete quotient of 58 and a remainder of 6:

1340: 23 = 58 (remainder 6)

It remains to consider an example of division with a remainder, when the dividend is less than the divisor. Let us need to divide 3 by 10. We see that 10 is never contained in the number 3, so we write 0 as a quotient and subtract 0 from 3 (10 · 0 = 0). Draw a horizontal line and write down the remainder - 3:

3: 10 = 0 (remainder 3)

Long division calculator

This calculator will help you perform long division. Simply enter the dividend and divisor and click the Calculate button.

One of the important stages in teaching a child mathematical operations is learning the operation of dividing prime numbers. How to explain division to a child, when can you start mastering this topic?

In order to teach a child division, it is necessary that by the time of teaching he has already mastered such mathematical operations as addition, subtraction, and also has a clear understanding of the very essence of the operations of multiplication and division. That is, he must understand that division is the division of something into equal parts. It is also necessary to teach multiplication operations and learn the multiplication table.

I have already written about this. This article may be useful to you.

We master the operation of division (division) into parts in a playful way

At this stage, it is necessary to form in the child an understanding that division is the division of something into equal parts. The easiest way to teach a child this is to invite him to share a number of items among his friends or family members.

Let's say you take 8 identical cubes and ask your child to divide them into two equal parts - for him and for another person. Vary and complicate the task, invite the child to divide 8 cubes not between two, but into four people. Analyze the result with him. Change the components, try with a different number of objects and people into whom these objects need to be divided.

Important: Make sure that at first the child operates with an even number of objects, so that the result of division is the same number of parts. This will be useful at the next stage, when the child needs to understand that division is the inverse operation of multiplication.

Multiply and divide using the multiplication table

Explain to your child that in mathematics, the opposite of multiplication is called division. Using the multiplication table, demonstrate to the student the relationship between multiplication and division using any example.

Example: 4x2=8. Remind your child that the result of multiplication is the product of two numbers. After this, explain that division is the inverse of multiplication and illustrate this clearly.

Divide the resulting product “8” from the example by any of the factors “2” or “4”, and the result will always be a different factor that was not used in the operation.

You also need to teach the young student the names of the categories that describe the operation of division - “dividend”, “divisor” and “quotient”. Using an example, show which numbers are the dividend, divisor and quotient. Consolidate this knowledge, it is necessary for further training!

Essentially, you need to teach your child the multiplication table in reverse, and it is necessary to memorize it just as well as the multiplication table itself, because this will be necessary when you start learning long division.

Divide by column - let's give an example

Before starting the lesson, remember with your child what the numbers are called during the division operation. What is a “divisor”, “divisible”, “quotient”? Teach how to accurately and quickly identify these categories. This will be very useful when teaching your child how to divide prime numbers.

We explain clearly

Let's divide 938 by 7. In this example, 938 is the dividend, 7 is the divisor. The result will be a quotient, and that is what needs to be calculated.

Step 1. We write down the numbers, separating them with a “corner”.

Step 2. Show the student the numbers of the dividend and ask him to choose from them the smallest number that is greater than the divisor. Of the three numbers 9, 3 and 8, this number will be 9. Invite your child to analyze how many times the number 7 can be contained in the number 9? That's right, just once. Therefore, the first result we recorded will be 1.

Step 3. Let's move on to the design of division by column:

We multiply the divisor 7x1 and get 7. We write the resulting result under the first number of our dividend 938 and subtract it, as usual, in a column. That is, from 9 we subtract 7 and get 2.

We write down the result.

Step 4. The number we see is less than the divisor, so we need to increase it. To do this, we combine it with the next unused number of our dividend - it will be 3. We assign 3 to the resulting number 2.

Step 5. Next, we proceed according to the already known algorithm. Let's analyze how many times our divisor 7 is contained in the resulting number 23? That's right, three times. We fix the number 3 in the quotient. And the result of the product - 21 (7 * 3) is written below under the number 23 in a column.

Step.6 Now all that remains is to find the last number of our quotient. Using the already familiar algorithm, we continue to do calculations in the column. By subtracting in column (23-21) we get the difference. It equals 2.

From the dividend we have one number left unused - 8. We combine it with the number 2 obtained as a result of subtraction, we get - 28.

Step.7 Let's analyze how many times our divisor 7 is contained in the resulting number? That's right, 4 times. We write the resulting number into the result. So, we get the quotient obtained by dividing by a column = 134.

How to teach a child division - reinforcing the skill

The main reason why many schoolchildren have problems with mathematics is the inability to quickly do simple arithmetic calculations. And all mathematics in elementary school is built on this basis. Especially often the problem is in multiplication and division.
In order for a child to learn how to quickly and efficiently carry out division calculations in his head, the correct teaching methods and consolidation of the skill are necessary. To do this, we advise you to use today’s popular textbooks on learning division skills. Some are designed for children to study with their parents, others for independent work.

1. "Division. Level 3. Workbook" from the largest international center for additional education Kumon
2. "Division. Level 4. Workbook" from Kumon
3. “Not Mental Arithmetic. A system for teaching a child fast multiplication and division. In 21 days. Notepad-simulator." from Sh. Akhmadulin - author of best-selling educational books

The most important thing when you teach a child long division is to master the algorithm, which, in general, is quite simple.

If a child is good at using the multiplication table and “reverse” division, he will not have any difficulties. However, it is very important to constantly practice the acquired skill. Don't stop there once you realize that your child has grasped the essence of the method.

In order to easily teach your child division operations you need:

• So that at the age of two or three years he masters the whole-part relationship. He must develop an understanding of the whole as an inseparable category and the perception of a separate part of the whole as an independent object. For example, a toy truck is a whole, and its body, wheels, doors are parts of this whole.
• So that at primary school age the child can freely operate with addition and subtraction of numbers and understand the essence of the processes of multiplication and division.

In order for a child to enjoy mathematics, it is necessary to arouse his interest in mathematics and mathematical operations, not only during learning, but also in everyday situations.

Therefore, encourage and develop your child’s observation skills, draw analogies with mathematical operations (counting and division operations, analysis of “part-whole” relationships, etc.) during construction, games and observations of nature.

Teacher, child development center specialist
Druzhinina Elena
website specifically for the project

Video story for parents on how to correctly explain long division to a child:

Instructions

First, test your child's multiplication skills. If a child does not know the multiplication table firmly, then he may also have problems with division. Then, when explaining division, you can be allowed to peek at the cheat sheet, but you still have to learn the table.

Write the dividend and divisor using a vertical separator bar. Under the divisor you will write down the answer - the quotient, separating it with a horizontal line. Take the first digit of 372 and ask your child how many times the number six “fits” in three. That's right, not at all.

Then take two numbers - 37. For clarity, you can highlight them with a corner. Repeat the question again - how many times the number six is ​​contained in 37. To count quickly, it will come in handy. Put the answer together: 6*4 = 24 – not at all similar; 6*5 = 30 – close to 37. But 37-30 = 7 – six will “fit” again. Finally, 6*6 = 36, 37-36 = 1 – suitable. The first digit of the quotient found is 6. Write it under the divisor.

Write 36 under the number 37 and draw a line. For clarity, you can use the sign in the recording. Under the line, put the remainder - 1. Now “descend” the next digit of the number, two, to one - it turns out to be 12. Explain to the child that numbers always “descend” one at a time. Ask again how many “sixes” there are in 12. The answer is 2, this time without a remainder. Write the second digit of the quotient next to the first. The final result is 62.

Also consider the case of division in detail. For example, 167/6 = 27, remainder 5. Most likely, your child has not yet heard anything about simple fractions. But if he asks questions, the remainder can be explained using the example of apples. 167 apples were divided among six people. Everyone got 27 pieces, and five apples remained undivided. You can also divide them by cutting each into six slices and distributing them equally. Each person got one slice from each apple - 1/6. And since there were five apples, each one had five slices - 5/6. That is, the result can be written like this: 27 5/6.

To reinforce the information, look at three more examples of division:

1) The first digit of the dividend contains the divisor. For example, 693/3 = 231.
2) The dividend ends at zero. For example, 1240/4 = 310.
3) The number contains a zero in the middle. For example, 6808/8 = 851.

In the second case, children sometimes forget to add the last digit of the answer - 0. And in the third, they sometimes skip over zero.

Sources:

• division by column 3rd grade
• How to divide 927 into a column

Children learn concrete meanings much better than abstract ones. How to explain to kid, what is two thirds? Concept fractions requires special introduction. There are some methods that help you understand what a non-integer number is.

You will need

• - special lotto;
• - apple and candy;
• a cardboard circle consisting of several parts;
• - chalk.

Instructions

Try to interest. Play a special game of hopscotch while walking. If you are already tired of jumping into regular ones, but your child has mastered counting well, try this option. Draw hopscotch on the asphalt with chalk as shown in the picture and explain to the child that he can jump like this: 1 - 2 - 3..., or you can do it like this: 1 - 1.5 - 2 - 2.5... Children really like to play and so they are better because between the numbers there are still intermediate values ​​- parts. This is your next step towards learning fractional numbers. An excellent visual aid.

Take a whole apple and offer it to two people at the same time. They will immediately tell you that this is impossible. Then cut the apple and offer it to them again. Now everything is all right. everyone got the same half of an apple. These are parts of one whole.

Offer to split four with you in half. He will do it easily. Then take out another one and offer to do the same. It is clear that you cannot get the whole candy right away and to kid. The solution can be found by cutting the candy in half. Then everyone will get two whole candies and one half.

For older people, use a cutting circle. You can divide it into 2, 4, 6 or 8 parts. We invite the children to take a circle. Then we divide it into two halves. Two halves will make a perfect circle, even if you exchange half with your desk neighbor (the circles should be the same diameter). We divide each half of the loan into half. It turns out that the circle can consist of 4 parts. And each half comes from two halves. Then we write it on the board in the form fractions. Explaining what the numerator is (the parts taken) and the denominator (how many parts the total was divided into). This makes it easier for children to grasp a difficult concept - fractions.

Helpful advice

Be sure to use visual aids when explaining an abstract concept.

The section "Multiplication and Division" is one of the most difficult in the primary school mathematics course. Children usually learn it at the age of 8-9 years. At this time, their mechanical memory is quite well developed, so memorization occurs quickly and without much effort.