Division table by 1. Division. Division of natural numbers
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.
Development of phenomenal mental arithmetic
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Development of memory and attention in a child 5-10 years old
The purpose of the course: to develop the child’s memory and attention so that it is easier for him to study at school, so that he can remember better.
After completing the course, the child will be able to:
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The division table is easy to learn. Parents need to be patient and tactful towards their child.
- Mathematics is a difficult subject for many students. The topic of division is taught in third grade. One or two lessons are allotted to it. During this time the child must have time to master the material
- Some people miss classes due to illness, while others simply find it difficult to remember the division table in one day. Therefore, it is necessary to study with such children at home - this will help them catch up and catch up with their peers
Important: Try to engage with your child in a playful way. He will be interested, which means that the classes will be fun and effortless.
Tip: To make it easy for a child to learn the division table, he must know thoroughly. Therefore, check your multiplication skills and if there are gaps, repeat the material covered.
Division table So, how to quickly learn the division table:
- There is no need to force your child to “cram” actions. He must understand the algorithm
- Use coins or counting sticks to explain. With the help of these items, the child will be able not only to master division, but also to develop fine skills, which has a good effect on
- Start learning the division table from 9. When you get to 5, the difficult half of the table will be memorized - the rest will be easy to remember
- Praise your baby and encourage him with his favorite sweets, because he is trying
- Conduct classes daily. This will help develop visual memory
- At first it will be difficult for the child to remember the actions, but over time he will give the correct answer
- Train your baby even while walking. For example, let him count how many sweets were bought for each family member
Important: Special programs help you study division and multiplication tables. You can hang a poster on the wall with large printed numbers in these actions.
This simulator is a good example. The child will be able to turn to him for help whenever necessary.
There are various programs that help you gain mental counting and division skills.
Video: Golden Arithmetic - the coolest program for training mental arithmetic!!!
Video: division 2nd grade presentation
Advice: Do not conduct additional activities with your child at home if he is not feeling well or is simply capricious. Wait a couple of days and then continue studying.
0:2=0 (0 divided by 2 equals 0)
2:2=1 (2 divided by 2 equals 1)
4:2=2 (4 divided by 2 equals 2)
6:2=3 (6 divided by 2 equals 3)
8:2=4 (8 divided by 2 equals 4)
10:2=5 (10 divided by 2 equals 5)
12:2=6 (12 divided by 2 equals 6)
14:2=7 (14 divided by 2 equals 7)
16:2=8 (16 divided by 2 equals 8)
18:2=9 (18 divided by 2 equals 9)
20:2=10 (20 divided by 2 equals 10)
Important: Explain to your child that when zero is divided by any number, the result will be zero. You can't divide by zero!
Division is a little more complicated than multiplication, but not a single mathematical problem can do without this action. Therefore, the child must learn the topic “Division” so that later it will be easy for him to solve any examples and problems in mathematics.
0:3=0 (0 divided by 3 equals 0)
3:3=1 (3 divided by 3 equals 1)
6:3=2 (6 divided by 3 equals 2)
9:3=3 (9 divided by 3 equals 3)
12:3=4 (12 divided by 3 equals 4)
15:3=5 (15 divided by 3 equals 5)
18:3=6 (18 divided by 3 equals 6)
21:3=7 (21 divided by 3 equals 7)
24:3=8 (24 divided by 3 equals 8)
27:3=9 (27 divided by 3 equals 9)
30:3=10 (30 divided by 3 equals 10)
Dividing by four is an easy activity for a schoolchild who knows well the table of division by 2 and 3. The child can even calculate the result in his head if he is not in the mood to memorize the operations.
0:4=0 (0 divided by 4 equals 0)
4:4=1 (4 divided by 4 equals 1)
8:4=2 (8 divided by 4 equals 2)
12:4=3 (12 divided by 4 equals 3)
16:4=4 (16 divided by 4 equals 4)
20:4=5 (20 divided by 4 equals 5)
24:4=6 (24 divided by 4 equals 6)
28:4=7 (28 divided by 4 equals 7)
32:4=8 (32 divided by 4 equals 8)
36:4=9 (36 divided by 4 equals 9)
40:4=10 (40 divided by 4 equals 10)
Dividing by 5 is simple and easy. It's easy to remember, just like the 5 times table.
0:5=0 (0 divided by 5 equals 0)
5:5=1 (5 divided by 5 equals 1)
10:5=2 (10 divided by 5 equals 2)
15:5=3 (15 divided by 5 equals 3)
20:5=4 (20 divided by 5 equals 4)
25:5=5 (25 divided by 5 equals 5)
30:5=6 (30 divided by 5 equals 6)
35:5=7 (35 divided by 5 equals 7)
40:5=8 (40 divided by 5 equals 8)
45:5=9 (45 divided by 5 equals 9)
50:5=10 (50 divided by 5 equals 10)
If dividing by 6 is still difficult for a child, then let him try. The more he practices long division, the faster the baby will understand the division algorithm.
0:6=0 (0 divided by 6 equals 0)
6:6=1 (6 divided by 6 equals 1)
12:6=2 (12 divided by 6 equals 2)
18:6=3 (18 divided by 6 equals 3)
24:6=4 (24 divided by 6 equals 4)
30:6=5 (30 divided by 6 equals 5)
36:6=6 (36 divided by 6 equals 6)
42:6=7 (42 divided by 6 equals 7)
48:6=8 (48 divided by 6 equals 8)
54:6=9 (54 divided by 6 equals 9)
60:6=10 (60 divided by 6 equals 10)
Divide by 7 table
The most difficult process begins - learning division by 7.
Tip: Explain to your child that he only has to learn division by 7, 8 and 9, and division by 10 is a simple operation to remember.
Division table by 7:
0:7=0 (0 divided by 7 equals 0)
7:7=1 (7 divided by 7 equals 1)
14:7=2 (14 divided by 7 equals 2)
21:7=3 (21 divided by 7 equals 3)
28:7=4 (28 divided by 7 equals 4)
35:7=5 (35 divided by 7 equals 5)
42:7=6 (42 divided by 7 equals 6)
49:7=7 (49 divided by 7 equals 7)
56:7=8 (56 divided by 7 equals 8)
63:7=9 (63 divided by 7 equals 9)
70:7=10 (70 divided by 7 equals 10)
Important: Set aside a couple of days to memorize division by 8. This will help your child understand the algorithm and learn the material.
0:8=0 (0 divided by 8 equals 0)
8:8=1 (8 divided by 8 equals 1)
16:8=2 (16 divided by 8 equals 2)
24:8=3 (24 divided by 8 equals 3)
32:8=4 (32 divided by 8 equals 4)
40:8=5 (40 divided by 8 equals 5)
48:8=6 (48 divided by 8 equals 6)
56:8=7 (56 divided by 8 equals 7)
64:8=8 (64 divided by 8 equals 8)
72:8=9 (72 divided by 8 equals 9)
80:8=10 (80 divided by 8 equals 10)
One of the most difficult operations in the division table is dividing by 9. Many children understand these examples quickly, but others take time.
Important: Be patient and you will succeed.
0:9=0 (0 divided by 9 equals 0)
9:9=1 (9 divided by 9 equals 1)
18:9=2 (18 divided by 9 equals 2)
27:9=3 (27 divided by 9 equals 3)
36:9=4 (36 divided by 9 equals 4)
45:9=5 (45 divided by 9 equals 5)
54:9=6 (54 divided by 9 equals 6)
63:9=7 (63 divided by 9 equals 7)
72:9=8 (72 divided by 9 equals 8)
81:9=9 (81 divided by 9 equals 9)
90:9=10 (90 divided by 9 equals 10)
Game - division table
Game - division table Currently, in specialized school stores you can buy not only ordinary paper posters with division and multiplication tables, but also coloring books for better memorization, and electronic “Talking Table” posters.
Division table games or simply video explanations also help the child well.
Video: Mental arithmetic. Division. Lesson #13
Video: Educational cartoon Mathematics Learning by heart the multiplication and division tables by 2
Division
1. The meaning of the action of division.
2. Table division.
3. Techniques for memorizing division tables.
1. The meaning of the action of division
The action of division is considered in elementary school as the inverse action of multiplication.
From a set-theoretic point of view, the meaning of division corresponds to the operation of partitioning a set into equal subsets. Thus, the process of finding the results of the action of division is associated with objective actions of two types:
a) dividing the set into equal parts (for example, 8 circles are divided equally into 4 boxes - 8 circles are laid out one at a time into 4 boxes, and then count how many circles are in each box);
b) dividing the set into parts with a certain amount in each part (for example, 8 circles are laid out in boxes of 4 pieces - put 8 circles of 4 pieces in boxes, and then count how many boxes there are; division according to this principle in the method is called “ division by content").
Using similar object actions and drawings, children find the results of division.
An expression like 12:6 is called a quotient.
The number 12 in this notation is called the dividend, and the number 6 is the divisor.
A notation of the form 12: 6 = 2 is called equality. The number 2 is called the value of the expression. Since the number 2 in this case is obtained as a result of division, it is also often called the quotient.
For example:
Find the quotient of 10 and 5. (The quotient of 10 and 5 is 2.)
Since the names of the components of the division action are introduced by agreement (children are told these names and need to remember them), the teacher actively uses tasks that require recognizing the components of actions and using their names in speech.
For example:
1. Among these expressions, find those in which the divisor is 3:
2:2 6:3 6:2 10:5 3:1 3-2 15:3 3-4
2. Compose a quotient in which the dividend is equal to 15. Find its value.
3. Choose examples in which the quotient is 6. Underline them in red. Choose examples in which the quotient is 2. Underline them in blue.
4. What is the number 4 called in the expression 20: 4? What is the number 20 called? Find the quotient. Make up an example in which the quotient is equal to the same number, but the dividend and divisor are different.
5. Dividend 8, divisor 2. Find the quotient.
In grade 3, children are introduced to the rule for the relationship of division components, which is the basis for learning to find unknown division components when solving equations:
If you multiply the divisor by the quotient, you get the dividend.
If you divide the dividend by the quotient, you get a divisor.
For example:
Solve equation 16: x = 2. (The divisor is unknown in the equation. To find the unknown divisor, you need to divide the dividend by the quotient. x = 16: 2, x - 8.)
However, these rules in the 3rd grade mathematics textbook are not a generalization of the child’s ideas about ways to check the operation of division. The rule for checking division results is discussed in the textbook after familiarization with extra-table multiplication and division (familiarity with multiplication and division of two-digit numbers by single-digit numbers not included in the multiplication and division table), before the last most difficult case of the form 87: 29. This is explained by the fact that obtaining division results in this case is a complex process of selecting a quotient with its constant verification by multiplication, therefore children consider the rule for checking the action of division even earlier than the rule for checking the action of multiplication.
Rule for checking the action of division:
1) The quotient is multiplied by the divisor.
2) Compare the result obtained with the dividend. If these numbers are equal, the division is correct.
For example: 78: 3 = 26. Check: 1) 26 3 = 78; 2) 78 = 78.
2. Table division
In elementary school, the action of division is considered as the inverse action of multiplication. In this regard, children are first introduced to cases of division without a remainder within 100 - the so-called table division. Children are introduced to the operation of division after they have already memorized the multiplication tables for numbers 2 and 3. Based on knowledge of these tables, already in the fourth lesson after familiarization with division, the first table of division by 2 is compiled. To obtain its values, an object drawing is used.
The quotient values in this table are obtained by counting the elements of the picture in the picture.
The following division table - division by 3 is the last table studied in second grade. This table is compiled based on the relationship between the components of multiplication using the rule for finding an unknown factor. Due to the fact that this rule is explicitly proposed to children in full form only in the 3rd grade, at the stage of compiling a division by 3 table, it is still more advisable to rely on a subject model of the action (a model on a flannelograph or a drawing).
Calculate and remember the results of actions. To check, use the picture:
3x3 = ... 9:3 = ...
4x3 = ... 12:3 = ... 12:4 = ...
5x3 = ... 15:3 = ... 15:5 = ...
6x3 = ... 18:3 = .... 18:6 = ...
7x3 = ... 21:3 = .... 21:7 = ...
8x3 = ... 24:3 = ... 24:8 = ...
9 3 = ... 27: 3 = ... 27: 9 = ...
Using such a figure makes it possible to create a third case of division, interconnected with the first two (third column). It does not belong to the table of division by 3, but is a member of the interconnected triple, which is easier to remember, focusing on the first two cases. This method of memorizing a division table (reference to an interconnected triple) is a convenient mnemonic device. You can see how children use it, really memorizing only one method of multiplication.
All other division tables are studied in 3rd grade. Since multiplication of the number 4 and multiplication by 4 are also studied in the 3rd grade, the practice of separately studying multiplication and division tables is stopped in this year of study. Starting with the multiplication table of the number 4, the division tables interconnected with it are studied in one lesson, immediately compiling four interconnected columns of multiplication and division cases.
Calculate and remember:
4 5 = 20 5x4 20:4
4 6 = 24 6x4 24: 4
4-7 = 28 7x4 28:4
4-8 = 32 8x4 32:4
4 9 = 36 9x4 36: 4
20:5 24:6 28:7 32:8 36:9
Using the results of the first column, children receive the second column by rearranging the factors, and the results of the third and fourth columns - based on the rule for the relationship of multiplication components:
If the product is divided by one of the factors, you get another factor.
All other division tables are obtained in a similar way.
3. Techniques for memorizing division tables
Techniques for memorizing tabular division cases are associated with methods of obtaining a division table from the corresponding tabular multiplication cases.
1. A technique related to the meaning of the action of division
With small values of the dividend and divisor, the child can either perform objective actions to directly obtain the result of division, or perform these actions mentally, or use a finger model.
For example: 10 flower pots were placed equally on two windows. How many pots are there on each window?
Repetition. Relationship between multiplication and division; multiplication and division tables with numbers 2 and 3; even and odd numbers. Dependencies between quantities characterizing the purchase and sale processes: price, quantity, cost.
The order of execution of actions in expressions with and without parentheses.
Dependencies between proportional quantities. Dependencies between proportional quantities: the mass of one object, the number of objects, the mass of all objects; fabric consumption per item, number of items, fabric consumption for all items. Word problems for increasing (decreasing) a number several times, for multiple comparison of numbers. Problems to find the fourth proportional. Information about people’s professional activities that contributes to the formation of a respectful attitude towards work and the formation of skills to solve practical problems. “Pages for the curious.” Repetition of what we learned. What have we learned? Multiplication and division tables with numbers 4, 5, 6, 7. Pythagorean table. Multiplication and division table with numbers 4, 5, 6, 7.
« Pages for the curious" Control and recording of knowledge. Repetition of what we learned. What have we learned?
Multiplication and division table with numbers 8 and 9. Multiplication and division table with numbers 8 and 9. Summary multiplication table. Square. Ways to compare figures by area. Units of area: square centimeter, square decimeter, square meter. Area of a rectangle. Repetition of what has been covered Multiplication by 1 and 0. Division of the form a: a, 0: a. Word problems in three steps.
Shares. Formation and comparison of shares. Problems on finding a part of a whole and a whole from its share. Circle. Circle (center, radius, diameter). Drawing circles using a compass. Time units: year, month, day. Repetition of what has been covered “What did you find out? What have we learned?
NUMBERS FROM 1 TO 100. Out-of-table multiplication and division.
Multiplication techniques for cases of the form 23 4, 4 23. Multiplying a sum by a number. Methods of multiplication for cases of the form 23 ⋅ 4, 4 ⋅ 23. Methods of multiplication and division for cases of the form 20 ⋅ 3, 3 ⋅ 20, 60: 3, 80: 20.
Division techniques for cases of the form 78: 2, 69: 3, 87: 29. Dividing a sum by a number. The connection between numbers when dividing. Checking division. Reception of division for cases of the form 87: 29, 66: 22. Checking multiplication by division. Expressions with two variables of the form a + b, a - b, a ⋅ b, c: d (d ≠ 0), calculating their values for given letter values. Solving equations based on the relationship between the components and results of multiplication and division. Repetition of what has been covered “What did you find out? What have we learned?
Division with remainder. Techniques for finding the quotient and remainder. Checking division with remainder. Repetition of what has been covered “What did you find out? What have we learned?NUMBERS FROM 1 TO 1000
Numbering
Oral and written numbering. Digits of counting units. Natural sequence of three-digit numbers. Increase and decrease in number by 10 times, 100 times. Replacing a three-digit number with the sum of its digit terms. Comparison of three-digit numbers. Determination of the total number of units (tens, hundreds) in a number. Units of mass: kilogram, gram. The relationship between them. Repetition of what has been covered “What did you find out? What have we learned?
NUMBERS FROM 1 TO 1000. Addition and subtraction
Techniques for oral addition and subtraction within 1000. Methods of oral calculations in cases that can be reduced to actions within 100. Methods of oral addition and subtraction of the form 470+80. Methods of oral calculations of the form 260+310.
Algorithms for written addition and subtraction within 1000.
Methods of written calculations: written addition algorithm, written subtraction algorithm. Types of triangles: scalene, isosceles, equilateral .
Multiplication and division.
Methods of mental calculations. Verbal multiplication and division techniques. “Pages for the curious» - tasks of a creative and exploratory nature: application of knowledge in changed conditions. Types of triangles: rectangular, obtuse, acute. Acceptance of written multiplication and division by a single-digit number. Method of written multiplication by a single digit number. Acceptance of written division by a single-digit number. Checking division by multiplication. Getting to know the calculator. Repetition of what has been covered “What did you find out? What have we learned?
Final review “What we learned, what we learned in 3rd grade.”
Check of knowledge.
Class
Numbers from 1 to 1000
Repetition. Numbering of numbers. Order of actions in numerical expressions. Addition and subtraction. Finding the sum of several terms
Algorithm for written subtraction of three-digit numbers. Multiplying a three-digit number by a one-digit number. Properties of multiplication. Algorithm for written division. Techniques for written division. Diagrams. What did you learn? What we learned. Pages for the curious.
Numbers that are greater than 1000. Numbering
Class of units and class of thousands. Reading multi-digit numbers. Writing multi-digit numbers. Bit terms. Comparison of numbers. Increase and decrease the number by 10, 100, 1000 times. Consolidation of what has been learned. Million class. Billion class. What did you learn? What we learned. Pages for the curious. Our projects. What did you learn? What we learned.
Quantities
Units of length. Kilometer. Units of length. Consolidation of what has been learned. Units of area. Kv kilometer, kV millimeter. Table of area units. Measuring the area using a palette. Units of mass. Ton, centner. Units of time. Determining time by clock
Determining the beginning, end and duration of an event. Second. Century. Table of time units. What did you learn? What we learned.
Addition and subtraction
Oral and written calculation methods. Finding the unknown term. Finding an unknown minuend, an unknown subtrahend. Finding several parts of a whole. Solving problems and equations. Addition and subtraction of quantities. Solving problems involving increasing (decreasing) a number by several units, expressed in indirect form. Pages for the curious. Tasks: calculations.
What did you learn? What we learned. Consolidating the ability to solve problems of the types studied.
Multiplication and division
Multiplication and its properties. Written techniques for multiplying multi-digit numbers. Multiplying numbers ending in zeros. Finding an unknown factor, an unknown dividend, an unknown divisor. Division with numbers 0 and 1. Written division techniques. Solving problems involving increasing (decreasing) a number several times, expressed in indirect form. Consolidation of what has been learned. Problem solving. Written division techniques. Problem solving. Consolidation of what has been learned. What did you learn? What we learned. Multiplying and dividing by single digit numbers. Speed. Units of speed. The relationship between speed, time and distance. Solving motion problems. Pages for the curious. Multiplying a number by a product. Written multiplication by numbers ending in zeros. Written multiplication of two numbers ending in zero. Problem solving. Rearranging and grouping factors. What did you learn? What we learned. Consolidation of what has been learned. Dividing a number by a product. Division with remainder by 10, 100, 1000. Solving problems. Written division by numbers ending in zeros. Problem solving. Consolidation of the studied material. What did you learn? What we learned. Our projects. Multiplying a number by a sum. Written multiplication by two-digit numbers. Written multiplication by a three-digit number. Pages for the curious. Problem solving. Written division by two-digit numbers. Written division with a remainder by a two-digit number. Pages for the curious. Calculation problems. Written division by a three-digit number. Division with remainder. Checking multiplication by division and division by multiplication. Pages for the curious. Problem solving. We are preparing for the Olympics. Cube Pyramid. Ball. Cylinder. Cone. Parallelepiped.
