Should division with remainders be delayed until students can successfully solve division problems without remainders? Discuss
What will be an ideal response?
Complete answers will include the following: If children are solving division problems set in meaningful real-world settings, they will encounter some problems that don't have a whole number as the solution. Teachers should take advantage of this opportunity for a rich discussion about what to do with the cookie that's left over. Frequently, even young children will suggest that they split the remaining cookie into smaller parts. According to NCTM (2000, p. 151), "students should consider and discuss different types of problems that can be solved using multiplication and division. . . They should learn the meaning of a remainder by modeling division problems and exploring the size of remainders given a particular divisor."
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