Briefly describe the instructional procedures for teaching students to mentally compute division facts with remainders found in Format 10.3 Introducing Remainder Facts
What will be an ideal response?
The teacher introduces division facts with remainders using a diagram. The teacher writes numerals in equal rows and circles all of the multiples of a divisor. After writing the diagram on the board, the teacher points out that the circled numerals are the numbers that the divisor will go into without a remainder. The students are asked if the divisor will go into a number represented on the diagram with or without a remainder. Later, the teacher gives the students a worksheet in which the students write the quotient and then multiply and subtract to determine the remainder.
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What will be an ideal response?