Published at Tuesday, 26 March 2019. division. By Selina Andros.
Teachers often assume that since they spent a few minutes showing the class how to do a long-division problem, that every student in the class now knows how to work a long-division problem. Not necessarily true, and a good teacher will follow up on every student to make sure he or she understands each concept before adding new ones. I have always believed that most kids can learn just about anything if they are exposed to it using familiar surroundings and techniques and encouraged to proceed at their own pace.
Use the sidewalk or any cemented ground area where you and your child can draw on using a chalk. Draw a number line starting with a "0" and ending with "25" equally dividing the distance between each numbers. You can then make your child stand on a number then ask him to jump a specific number of steps back until he reaches zero. Example: Let your child stand on the number "18" in the number line facing towards the "0" then make him jump on every three lines until he reaches "0" counting how many jumps he had to do to reach the "0". This game is just like the frog game we used to do on paper when we were younger and mastering our division skills.
No matter how many times you get the child to fill out a division work sheet, or produce division assignments, there is no promise of that child being able to continually deliver with an ability to successfully perform division problems. You need to ensure that the child can relate to the division technique and be taught in a way that they actually respond to. Mindlessly filling out worksheets and booklets often proves to be worthless to many children.
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