# What is the easiest channel to educate long division to an 8 year outmoded?

My son is bawling his eyes out.
I need to educate him how to do long division (i cant wirte the sign thingy, but it looks like |___ upside down). I am a homeschooler, so a nice confident straightforward one (that even I can understand) would be great. If you could put your answers into a conversation format it would be helpful. Cheers

Answers:    You said "long division", right? not fractions or simple division? You connote where it is something similar to 1275 divided by 5, which isn't particularly effortless to represent with pie or pizza, I'm guessing. Many children do not relate to math, that is to say true, and if your child doesn't even understand what division is (sharing adjectives his 35 marbles among his 7 friends), then long division is adjectives the more difficult to understand.

However, as I recognize it, you need an answer presently, so here goes.

Long division is a dull, dry proceedure for dividing long numbers that one can not do within one's head. The substantial word here is "proceedure" or, even better, a "routine", like a barn dance routine, or a build order surrounded by some computer game. It's a plan and he have to stick to it. There is no easy approach to teach it. It is similar to scales on a piano, no tricks, just practice. and if he doesn't know his multiplication table dead glib, he will have ever so much more trouble, so if he requirements help near, get a musical cassette of them and make him do them every year, one set at a time. Division is the undoing of Multiplication.

Now, since it sounds like you are a moment ago teaching this, I am guessing we are not making it more complicated next to any decimal points, no?

example: 7265 divided by 5
or: how many times does 5 run into 1275
or: 5) 7265 (like you, I can't draw the bar on top, but you get hold of it, yes?)

The number outside the little ) thing is how frequent ways you are going to share the number to the right of the ) and under the long banister. The answer goes over the long bar. Make sure he know these things first.

1) Does 5 shift into 7? (yes) What? (once)
or
1) Can 1 be divided by 5? (yes) By what? (1)
or
1) 5 x what = 7 or something smaller (1)
or!
1) how many marbles do respectively of my 5 friends get if I single have 7 marbles?

(start beside the first one and use the others if he doesn't understand)

2) Write the answer (1) directly over the number you were dividing into (7)

3) Multiply that number (1) next to the the factor you are dividing by (5) and write that answer under the 7.

Should look something resembling this (sorry no horizontal lines) (I had to put period in or yahoo would steal out my spaces and my columns got adjectives wonky)

NOTE: you have to keep hold of the columns straight (even though I can see now that it is impossible for me to do so here).

...1
5)7265
.5

4) Now subtract the 5 from the 7 above and write the answer (2) below.

...1
5)7265
..-5
-------
.2

5) Now, bring down the subsequent number and begin again. Write down these 5 steps for him so he can refer to them. You do it for a recipe, do it for this.

.1
5)7265
...-5
-------
.22

1) How heaps times does 5 go into 22? (how various marbles do each of my friends receive if now I own 22 marbles.) (4)

2) write the 4 above the 2, which is the last digit of the number you are currently dividing.

3) Multiply the 5 by the 4 (5x4) and write it below the 22, inside layer it up starting on the right.

...14
5)7265
..-5
-------
.22
...-20
-------

4) Subtract the 20 from the 22, write the answer below.

...14
5)7265
..-5
-------
.22
...-20
-------
....2

5) Bring down the next number and do it adjectives again.

...14
5)7265
...-5
-------
.22
...-20
-------
..26

1) how many times does 5 dance into 26 (5)..

over and over, that's the key.

Now, this be a pretty simple problem, if you have complications to agreement with, ask again.

OK, NOW, HOW TO MAKE IT VISUAL

carry a bunch of baggies and pennies (both cheep)

make this number: 627 (6 lots of 100 pennies, 2 bags of 10 pennies, and 7 pennies not within a bag.)

form 5 pictures of boys, your son and 4 friends and put them in a row.

own him write the problem and put the bags within a line similar to this:

100
100
100
100
100 10
100 10 7 loose pennies

Make sure he wrote the problem 5)627

Tell:
You have 627 pennies contained by these bags that you are going to divide among your firends. I want you to start next to the big bags of 100.

1) How copious bags respectively to you and your friends get when you exceed around the bags of 100 pennies? And you own to be fair. (1 but at hand is 1 extra)

yes, give respectively boy 1 bag and make tracks the extra one there. Now, write the 1 above the 6. How various bags own you distributed? (5) so put the number 5 below the 6 because we took those away from the pile. Now, subtract the 5 from the 6 on your paper, which is really 600-500, and see how several you have moved out. (1) Yes! just similar to the one bag you enjoy left over.

...1
5)627
..-5
-------
.1

but we hold moved to using a bit of shorthand

Anyway, so now, stern to the pennies.

So, we can't fairly endow with this whole shoulder bag of 100 pennies to any one person, so we enjoy to break it open and get it easier to divide (open it and make it into 10 plenty of 10 and put it with the other heaps of 10)

How many stacks of 10 do we have to share in a minute? (12) Ah, look, if you bring down the next number, which is a 2, you will hold 12 on your paper!

...1
5)627
..-5
-------
.12

So, if we divide up those 12 stacks of 10 pennies to each of you and your friends, and if we are balanced about it, how plentiful bags does respectively get? (2, but in attendance are 2 left over) Write the 2 above the 2 contained by the problem. How many stacks did you distribute all together? (10) We took them away from our pile so we enjoy to take them away on our broadsheet too. Write down that we are taking away, or subtracting 10 oodles, and when you do it, you will see that you hve 2 left over.

...1
5)627
..-5
-------
.12
...-10
-------
....2

So, we can't truthfully give these two oodles of pennies to any one person, so we own to break it open and craft it easier to divide (open it spread out the pennies)

How many pennies do we hold to share now? (27) Ah, look, if you bring down the subsequent number, which is a 7, you will have 27 on your thesis!

...12
5)627
..-5
-------
.12
...-10
---------
....27

So, if we divide up those 27 bags of pennies to respectively of you and your friends, and if we are fair more or less it, how many does respectively get? (5, but within are 2 left over) Write the 5 above the 7 surrounded by the problem. How many pennies did you distribute adjectives together? (25) We took them away from our pile so we have to thieve them away on our paper too. Write down that we are exclusion, or subtracting 25 pennies, and when you do it, you will see that you have 2 disappeared over. Write that last 2 on the top, after an R because it is the remainder of your pennies.

so, look at the lots of pennies for each boy: Oe purse of 100, two bags of 10, and 7 loose. That mode that every boy got 125 pennies and in attendance were 2 gone over, just approaching the numbers you wrote down.

...125R2
5)627
..-5
-------
.12
...-10
---------
...27
..-25
----------
...2

Wow, I hope this helps. Long division is simply long, no way around it. It with the sole purpose gets easier if the multiplication facts are prearranged automtically and then next to more pratice.
Children do not relate to MATH. They relate to objects.
Suggest use his favorite pie, blocks. Anything visible he can relate to!

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