Multiplication Of Whole Numbers, Decimals, Squares And Square Roots Worksheet With Answers Page 13
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41Dividing whole numbers
Unit 16
Objectives
By the end of this unit, each pupil should be able to:
•
Divide a whole number by 1-digit numbers
•
Solve problems on quantitative reasoning
•
Divide whole numbers by 10 and multiples
with division.
of 10
Suggested resources
remove two zeros’). This can result in the pupils
encountering real problems with the following
Times table triangle cards (from Unit 13).
types of calculations:
250 ÷ 100
3.6 × 10
Frequently asked questions
74 ÷ 10
0.8 × 100
Q Why not teach the standard short division
It is important to emphasise that multiplying by
algorithm in this grade?
powers of ten involves moving digits to the left on
A An algorithm is a mathematical method, and
the place value chart, and dividing by powers of ten
the term is most often used to refer to a method
involves moving them to the right. Pupils who have
used for computation. The standard algorithm
problems grasping this should place the starting
for short division looks like this for 235 ÷ 39:
numbers on a blank Th H T U. t h place value
6 r 1
_
chart using digit cards or ten-sided dice, and then
|
235
39
physically move all the cards/dice the appropriate
– 234
number of places to the left or right.
1 remainder
This method may at first glance seem simpler than
Evaluation guide
the method taught in this unit, but it is a method
Pupils to:
that appears to work ‘as if by magic’ for Primary 4
1. Divide a given 2- or 3-digit number by
pupils. Teaching the standard algorithm too early,
numbers between 2 and 9.
before pupils have a solid understanding of the
2. Divide a given 2- or 3-digit by 10 and
process of division, can lead to problems later on.
multiples of 10, up to 50.
3. Solve quantitative aptitude problems involving
Common errors that pupils make
division.
Pupils only think in terms of adding or removing
zeros when multiplying and dividing by 10 and
Lesson 1
Pupil’s Book pages 101–103;
100. Because pupils are very familiar with the
Workbook page 28
ten times table, they often wrongly assume that
adding a zero to the right of the original number
Preparation
is the method of multiplying by ten rather than
You will need to have:
a result of it under certain circumstances (i.e.
•
The times table triangle cards from Unit 13.
when you start with a whole number). If pupils
have formed this incorrect assumption, they are
Starter activity
likely to transfer this to dividing by ten (‘remove a
Use the same set of times table triangle cards
zero’) and multiplying and dividing by 100 (‘add/
that you used in Lesson 2. Shuffle the cards and
68
Unit 16: Dividing whole numbers
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