Students have already learned to divide a two digit number by a one-digit number when the quotient is a single digit. These are the basic division facts.
In this lesson students extend their knowledge of division to divide a two-digit number by a one-digit number when three conditions apply: 1) the quotient is a two-digit number, 2) there is no remainder, and 3) no regrouping is required.
The concepts are illustrated using a Place Value Table along with the division problem in the standard algorithm format for division. Each digit in the answer is evaluated separately and feedback is given for each digit.
In the prior lesson, students learn to divide a two digit number by a one digit number when the quotient is a single digit, there is no remainder, and no regrouping is required, with the help of a Place Value Table to illustrate the concepts involved in the standard algorithm.
In this lesson students learn to solve the same kind of division problems using the standard algorithm without the aid of a Place Value Table.
Each digit in the answer is not evaluated separately. The entire answer as a whole is evaluated and feedback is given for the entire answer rather than each digit.
In prior lessons, students have learned to use the standard algorithm to divide two digit numbers by one digit numbers when no regrouping is required.
In this lesson students extend what they learned in earlier lessons to divide two digit numbers by one digit numbers when regrouping is required. Regrouping is required when the division of the digit in the tens place of the dividend by the divisor results in a remainder in the tens place.
In this lesson students learn to use the standard algorithm with the aid of a Place Value Table that illustrates the concepts involved the division process.
Each digit in the answer is evaluated separately and feedback is given for each digit.
In the final lesson in this series, students learn to divide a two-digit number by a one-digit number when regrouping is required, but the Place Value Table is not present. Students use the standard algorithm to complete the division.
Each digit in the answer is not evaluated separately. The entire answer as a whole is evaluated and feedback is given for the entire answer rather than each digit.