Topicm3f1ff7b470f71194_1528449000663_0Topic

Dividing naturalnaturalnatural numbers with the remainder

Levelm3f1ff7b470f71194_1528449084556_0Level

Second

Core curriculumm3f1ff7b470f71194_1528449076687_0Core curriculum

II. Operations on naturalnaturalnatural numbers. The student:

4) does the division of natural numbernumbernumber with the remainder.

Timingm3f1ff7b470f71194_1528449068082_0Timing

45 minutes

General objectivem3f1ff7b470f71194_1528449523725_0General objective

Performing simple calculations in memory or more difficult operations using the long methods, and applying this skills in practical situations.

Specific objectivesm3f1ff7b470f71194_1528449552113_0Specific objectives

1. Dividing naturalnaturalnatural numbers with the remainder.

2. Applying the division of natural numbers with remained to do text exercises.

3. Communicating in English, developing basic mathematical, computer and scientific competences, developing learning skills.

Learning outcomesm3f1ff7b470f71194_1528450430307_0Learning outcomes

The student:

- divides naturalnaturalnatural numbers with the remainder,

- applies the division of natural numbers with remained to do text exercises.

Methodsm3f1ff7b470f71194_1528449534267_0Methods

1. Situational analysis.

2. Educational game.

Forms of workm3f1ff7b470f71194_1528449514617_0Forms of work

1. Individual work.

2. Work in pairs.

3. Group work.

Lesson stages

Introductionm3f1ff7b470f71194_1528450127855_0Introduction

Students bring 30 chestnuts each for the class.

They give examples of the division of naturalnaturalnatural numbers and verifying the results. They revise the names of numbers we divide and the result of the division.

They make a graphical diagram of the revised information.

[Illustration 1]

You can verify the solutions by doing multiplication.

Students work in pairs, using the chestnuts they brought.

Task
Set the chestnuts in such a way that they illustrate the following operations. Fill in the blanks:

a) 25 : 5 = …………, because …………………………,

b) 42 : 21 = …………, because ……………………….,

c) 52 : 4 = …………, because …………………………

Procedurem3f1ff7b470f71194_1528446435040_0Procedure

Task
Discussion – how to calculate:

a) 20 : 6,

b) 15 : 4.

Students try to set the chestnuts in the proper way. They draw conclusions.

Conclusion:

- We cannot divide 20 chestnuts into 6 equal groups.
- We cannot divide 15 chestnuts into 4 equal groups.m3f1ff7b470f71194_1527752263647_0- We cannot divide 20 chestnuts into 6 equal groups.
- We cannot divide 15 chestnuts into 4 equal groups.

Task
Students work individually, using computers. They open the Interactive graphics and observe examples of the division of naturalnaturalnatural numbers with the remainder. They think how to verify the solutions.

[Slideshow]

Students work in pairs. They use obtained information to do the exercises.

Task
Analyse the example:

11 : 4 = ?

[Illustration 2]

11 : 4 = 2 r 3 , because 2 · 4 + 3 = 8 + 3 = 11

Set chestnuts in such a way that they illustrate operations below. Do the division with the remainderdivision with the remainderdivision with the remainder and verify them. Fill in the sentences:

a) 25 : 6 = ………r….…, because …………………………,

b) 30 : 7 = ………r….…, because …………………………,

c) 28 : 5 = ………r….…, because …………………………,

d) 16 : 3 = ………r….…, because ………………………….

Task
Do the division with the remainderdivision with the remainderdivision with the remainder. Think what can be the remainder from the division of the naturalnaturalnatural numbernumbernumber by 4. Write down the conclusion:

a) 12 : 4,

b) 11 : 4,

c) 10 : 4,

d) 9 : 4,

e) 8 : 4,

f) 7 : 4,

g) 6 : 4,

h) 5 : 4,

i) 4 : 4.

The conclusion students should draw:

- The remainder of the division is always smaller than the divisor.m3f1ff7b470f71194_1527752256679_0- The remainder of the division is always smaller than the divisor.

Task
Educational game – mathematical domino.

The teacher divides students into 5 people groups and gives out prepared materials.

The students’ task is to match the domino pieces as fast as possible.

[Illustration 3]

Groups present the results of their work. The teacher clarifies the doubts and grades the groups’ work.

Students do the text exercise, write down the operation and the answer.

Task
There were 56 cartons of juice in the shop. On one shelf there are 9 cartons. How many shelves were fully filled? How many cartons were at the last shelf?

An extra task
During dividing numbernumbernumber 50 by a naturalnaturalnatural number we obtain the remainder 2 and during dividing number 60 by the same number we obtain the remainder 12. What is this numbernumbernumber?

Lesson summarym3f1ff7b470f71194_1528450119332_0Lesson summary

Students do the revision exercises.

Then together they sum‑up the classes, by formulating the conclusions to memorise:

- The remainder of the division is always smaller than the divisor.m3f1ff7b470f71194_1527752256679_0- The remainder of the division is always smaller than the divisor.

Selected words and expressions used in the lesson plan

dividenddividenddividend

division with the remainderdivision with the remainderdivision with the remainder

divisordivisordivisor

equalequalequal

naturalnaturalnatural

numbernumbernumber

quotientquotientquotient

remainder of the divisionremainder of the divisionremainder of the division