MBOU Ankovskaya secondary school

"Division with remainder"

Math lesson in grade 3

Primary school teacher Dementyeva O.A.

Warm up

• Read the numbers.
• Arrange the numbers in ascending order.

3. Name even numbers, odd numbers, two-digit numbers. Prove it.

4. What are the numbers that are divisible by 4, by 5.

8,15,20,36,41,50

8, 20, 36, 50

8, 20, 36

15, 20, 50

Warm up

LOTO game

"Division with the remainder "

Learn to solve examples and problems of division with remainder.

What are the division numbers called?

30: 5 = 6

NS : 5 = 6

30: NS = 6

Practical work No. 1

The guys in the garden hung up 4 feeders. They flew to them

9 birds. We need to distribute these birds equally

for each feeder.

9: 4 = 2 (rest. 1)

Practical work number 2

11 butterflies to distribute

equally divided by 3 flowers.

11: 3 = 3 (rest 2)

RULE 1:

When dividing with a remainder, the result is written in two numbers. The first number is called incomplete quotient, the second is the remainder.

11: 3 = 3 (rest 2)

RULE 2:

The remainder of a division must always be less than the divisor.

11: 3 = 3 (rest 2)

2 3

Physical education for eyes

Working in groups

1st group: Perform division with remainder

9: 6 = 15: 6 = 18: 5 = 12: 9 = 9: 4 =

2nd group: Solve only those expressions in which division is performed with remainder:

14: 6= 81: 9= 10: 4= 30: 5= 9: 5= 10: 3 =

Group 3: Find the remainder:

9: 2 = 4 (rest ...) 15: 6 = 2 (rest ...) 8: 3 = 2 (rest ...)

11: 2 = 5 (rest ...) 21: 5 = 4 (rest ...)

What rung of the knowledge ladder are you on now?

Lesson useful

All clear

Just a little something

a little - a little unclear.

There is still work to be done.

Homework

Good luck with doing

homework.

Thanks for the work in the lesson.

Sources of

yandex.ru / images ›

Division with remainder. Solving division problems with remainder.

Math lesson in grade 3.

Savelyeva Natalia Alekseevna,

primary school teacher

MOU SOSH number 11 in-depth study

individual items

Zelenodolsk municipal district of the Republic of Tatarstan ".

Lesson objectives:

Continue studying the method of dividing numbers in cases where a remainder is obtained.

To consolidate knowledge of the connections between components and the result of the action of multiplication and division, the ability to perform out-of-table multiplication and division, and to solve problems.

Develop cognitive interest, logical thinking, attention, memory, stimulate interest in the subject.

Foster mutual respect, the ability to listen to the opinions of others and defend your own.

Lesson type: improving knowledge, skills and abilities.

Equipment:

Multimedia equipment (Microsoft Power Point);

Cards with the task "mathematical lotto";

Encyclopedia for children. Volume 11 / Ch. ed. M.D. Aksenov. - M .: Avanta +, 2002.

Textbook "Mathematics" 3 cl. At 2 o'clock, Part 2. / M.I. Moreau, M.A. Bantova, G.V. Beltyukova, S.I. Volkova, S.V. Stepanov. - M .: Education, 2007.

During the classes.

Organizing time.

Mathematics became a science only with the advent of numbers. After all, at first, people did not know anything about numbers and did without counting. In ancient times, when a person wanted to say, for example, that he had five objects, he said: "As many as there are fingers on the hand." Only as a result of a very long development did people come to understand that different groups of objects - "five fingers", "five apples", "five houses" - have a common property - the same number, which can be expressed using the concept of "five". This is how numbers appeared.

One of the greatest ancient Greek mathematicians, Pythagoras (580-500 BC), believed that numbers are very important to people's lives. (Slide 2.)

(The summoned disciple reads selectively from the encyclopedia about Pythagoras.)

According to the Pythagorean definition, a number is a set made up of units ( Greek"Arrhythmus"). The Pythagoreans recognized only positive integers (i.e. natural) numbers, dividing them into two types: even and odd. Pythagoras considered numbers to be living entities, reflecting the properties of space, energy or sound vibration. The main science of number, arithmetic, was inextricably linked with geometry.

How do you understand his words "The world is ruled by numbers"?

Pythagoras also developed the theory of music and acoustics, creating the famous "Pythagorean scale" and conducting fundamental experiments in the study of musical tones: he expressed the found relationships in the language of mathematics. In the School of Pythagoras, for the first time, a guess was made about the sphericity of the Earth. The idea that the movement of celestial bodies obeys certain mathematical relationships, the idea of ​​"harmony of the world" and "music of the spheres", first appeared in the School of Pythagoras.

Knowledge update.

1. Work in groups.

1 gr .: work with cards. Game "Mathematical Lotto". (Application).

2 gr .: the game "Magic Wand".

Checking the work of group 1.

2. - What is the rule for writing these numbers? (Slide 4.)

3, 7, 15 (Increase 2 times and add 1).

Continue this row by three numbers, observing this pattern (do it independently, two students write at the board).

Check: 3, 7, 15, 31, 63, 127.

What can you say about these numbers? (natural, arranged in ascending order, odd, 3 and 7 - single-digit, 31 and 63 - two-digit, 127 - three-digit, ...)

Reduce these numbers by a factor of 3. Write down only the answers (do it on their own, two students write over the board)

Check: 1, 2 (rest 1), 5, 10 (rest 1), 21, 42 (rest 1) (Slide 5.)

What rule should you remember when dividing with remainder? (When dividing, the remainder must always be less than the divisor.)

3. - What is the largest number up to 31 evenly divisible by 6? at 7? at 8? by 9?

What is the largest number up to 63 evenly divisible by 5? by 6? at 8?

4. - How many servings of 3 pancakes will come out if you have baked 18 pancakes in total? 19 pancakes? 25 pancakes?

Communication of the topic and objectives of the lesson.

- What actions did you take when finding the value?

Today we will continue to solve examples of division with remainder, to solve problems.

Work according to the block diagram. (Slide 6.)

Substitute each of 60, 77, 75, 45 instead of a into the diagram and follow the indicated steps.

What should you remember when dividing with remainder?

2.Physical education.

Are you tired? Well, then everyone stood up in unison. (1 student is invited)

Up your palms! Clap! Clap!

On the knees - slap, slap!

Pat on the shoulders now!

Spank yourself on the sides!

We correct posture

We bend the backs together

To the right, to the left we bent down,

We reached up to the socks.

Shoulders up, back and down. Smile and sit down.

3. Work on the textbook p. 27 No. 2.

Read the problem statement.

What does the problem say?

What is known about airplanes?

What do you need to find out? What action will we use to solve the problem?

(Two students decide over the board).

Examination. 20: 3 = 6 (t.) (Rest 2) (s.)

Answer: 6 triples of planes can take off and 2 planes will remain on the ground.

Task. (Slide7 .)

The sailors caught 81 fish. We decided to divide it equally into 3 ships. How many fish will each sailor get if the crew consists of 8 people?

What does the problem say? What is known? What do you need to find out?

(1 student decides at the blackboard with comments)

81: 3: 8 = 3 (p.) (Rest 3)

3 - balance on each ship

Can this problem be solved in another way? (another student explains the solution to the problem)

81: (8 * 3) = 3 (p.) (Rest 9)

9 - the remainder of the three ships.

Answer: 3 fish will be received by each sailor and 3 fish will remain on each ship.

Independent work. (Slide8 .)

- I have prepared tasks of different levels. Choose any of the three tasks that you think you can handle.

Option 1. Divide with remainder:

Option 2. Write down and solve only those expressions in which division is performed with remainder.

60 : 5

Option 3. Insert missing digits for correct entry.

2 : 3 = 7 (rest 2)

 9: 2 = 19 (rest 1)

4: 7 =  (rest 5)

9: 7 =  (rest 3)

77:  =  (rest 5)

Examination.

V . Lesson summary.

What new have you learned in the lesson?

What have you learned?

What rule should you remember when solving modulo division examples?

Which task did you like most?

Which assignment was difficult? What should be done to master the topic well?

Homework: p. 27 # 6, a task for ingenuity.

Literature.

"Primary School" supplement to the newspaper "First September". 1998 No. 35- p.28.

"Primary School" supplement to the newspaper "First September". 1998 No. 9-p.10.

Application.

Game "Mathematical Lotto".(Principle of solving circular examples)

Children take the cards out of the envelopes, put the card with the filled answer first, then everyone else. Examples are consistently solved. When all the examples are solved, the students, at the command of the teacher, turn the cards over with the back side. If the word works out, then the examples are solved correctly.

Game "Magic Wand".

The magic wand (pen, pointer, etc.) is passed from hand to hand in the classroom. The sender names an example from the multiplication table, the receiving one - the answer. If the recipient does not answer correctly, the wand returns to its original position and repeatedly “goes” to the same student or changes the “address”.

Let's count orally

4. Find the quotient:

• 3x the number 17;

50 and 2; 48 and 4; 87 and 3

double the number 36

1. Help the bunny go through the maze

• Calculate the amount: 13 + 17 + 13 + 17 + 13 + 17

• Solve the rebus

• The son is 4 years old, and the dad is 24 years older than the son. In

How many times is dad older than son?

How to split?

Notebook

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Lesson topic

Division with remainder

The purpose of the lesson

The guys in the garden hung up 4 feeders. 9 birds flew to them. How should they be distributed equally to each feeder?

= 2

( ost. 1 )

9 : 4

Rule 1

When dividing with a remainder, the result is written

two numbers

The first number is called incomplete private ,

second - the remainder

9: 4 = 2 (stop. 1 )

How can you plant 14 butterflies equally between 3 flowers?

1 4 – 9

1 4 – 1 2

( ost. 5 )

= 3

= 4

1 4 : 3

( ost. 2 )

2 3

Rule 2

Remainder when dividing should always be

smaller divider

14: 3 = 4 (rest. 2 )

2 3

How to do division with remainder?

1. Orally find the largest dividend before the given, which is divisible by the divisor without remainder

9: 4 14: 3

2. Divide the largest dividend, find incomplete quotient

9: 4 = 2 14: 3 = 4

14 – 12

3. Verbally and from the given dividend, subtract the largest dividend, find the remainder

9: 4 = 2 (rest. 1 ) 14: 3 = 4 (rest. 2 )

4. Check solution: with equate received remainder and divider

1 4 2 3

13 – 10

(stop. 3 )

13: 5

Choose a task for independent work

1. Perform division, making drawings and writing in a line. Compare the resulting remainder and divisor

7: 3 8: 2 9: 5

2. Perform division, writing down examples in line. Check

15: 6 10: 5 21: 5

3.Write and decide writing in a column, only those expressions in which remainder is not 0... Check

20: 6 81: 9 11: 4 9: 5 30: 5

check yourself

7: 3 = 2 (rest 1) 8: 2 = 4 (rest 0) 9: 5 = 1 (rest 4)

2. 15: 6 = 2 (rest 3) 10: 5 = 2 (rest 0) 21: 5 = 4 (rest 1)

3. 20: 6 = 3 (rest 2) 11: 4 = 2 (rest 3) 9: 5 = 1 (rest 4)

Lesson topic

Division with remainder

The purpose of the lesson

Learn to divide with remainder

Rating scale

– I know very well

– I know almost without mistakes

– I know, but sometimes I make mistakes

– I don't know well, I make a lot of mistakes

– Do not know

Homework

Textbook, information Maths - repeat ,

№ 3, № 5 with. 26

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Slide captions:

Division with remainder. Anchoring. Math lesson grade 3

B U M big my Ashina

b4, a3, d1, a3, c2, d5, b1, d3! 5 V U L I 4 G P Z B 3 0 A C E 2 K R G N 1 D T F M a b c d HELP!

Coins rang in Kolya's pocket. When he ran, they sang a song. 10 kopecks each 6 was coins 40 kopecks went to lunch And 8 kopecks I lent my friends. There is only a little left in your pocket. How many kopecks does Kolya have left?

1) 10 6 = 60 (kopecks) 2) 60 - 40 = 20 (kopecks) 3) 20 - 8 = 12 (kopecks)

12:3= 36:9= 42:7= 54:7= 72:8= 35:7=

12: 3 = 36: 9 = 42: 7 = 54: 7 = 72: 8 = 35: 7 = 7 (rest 5)

12: 3 = 36: 9 = 42: 7 = 54: 7 = 72: 8 = 35: 7 = 7 (rest 5) 4 4 6 9 5

Test "True or False" The remainder of division must always be less than the divisor. 23: 3 = 6 (remainder 5) When dividing by 3 you can get residuals 0, 1, 2. When dividing by 8 you can get residuals 0,1,2,3,4,5,6,7,8. 30:60 = 0 (rest 30)

Test "True or False" The remainder of division must always be less than the divisor. (+) 23: 3 = 6 (-) When dividing by 3, you can get residuals 0, 1, 2. (+) When dividing by 8, you can get residuals 0, 1, 2, 3, 4, 5, 6, 7, 8. (-) 30: 60 = 0 (rest 30) (+) (rest 5)

LACQUER + JOKE = CASKET

1 dm = 10 cm 10 8 = 80 (cm 2) Answer: S = 80 cm 2

Physical education

Objective The sailors caught 81 fish. We decided to divide it equally among the sailors of the 3 ships. How many fish will each sailor get if the crew of 1 ship consists of 5 people?

Problem 5m 5m 5m 81 fish

Independent work 1. Find the meaning of expressions. 8: 7 = 1 (rest. 1) 50: 9 = 5 (rest. 5) 2. Insert the sign, =. 7 m 8 dm = 78 dm 5 dm 7 cm> 7 cm 5 mm 3. Perform the calculations 19 + 19 · 0 = 19 18 + 18 · 1 = 36 17 + 17 · 2 = 51 16 + 16 · 3 = 64 4. Solve the equations x = 92

Homework P. 32 No. 9 and 10

Test "True or False" If, when dividing with a remainder, the dividend is less than the divisor, then the quotient is 0, and the remainder is equal to the dividend. 11: 12 = 1 (rest 11) 54: 97 = 0 (rest 54)

Test "True or False" If, when dividing with a remainder, the dividend is less than the divisor, then the quotient is 0, and the remainder is equal to the dividend. 11: 12 = 1 (rest 11) 54: 97 = 0 (rest 54) (+)

Test "True or False" If, when dividing with a remainder, the dividend is less than the divisor, then the quotient is 0, and the remainder is equal to the dividend. 11: 12 = 1 (rest 11) 54: 97 = 0 (rest 54) (+) (-)

Test "True or False" If, when dividing with a remainder, the dividend is less than the divisor, then the quotient is 0, and the remainder is equal to the dividend. 11:12 = 1 (rest 11) 54: 97 = 0 (rest 54) (+) (-) (-) THANKS!

"Evaluation sheets" from 17 to 20 points - gets "5" from 15 to 16 points - gets "4"

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