Division with remainder 3 cells presentation. Presentation for the lesson "division with remainder"

Let's count verbally

4. Find the quotient of numbers:

Increase 3 times the number 17;

50 and 2; 48 and 4; 87 and 3

double the number 36

1. Help the bunny through the maze

Calculate the sum: 13 + 17 + 13 + 17 + 13 + 17

Solve the rebus

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

How many times is dad older than son?

How to share?

Notebook

Lesson topic

Division with remainder

The purpose of the lesson

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

= 2

( rest. 1 )

9 : 4

Rule 1

When dividing with a remainder, the result is written

two numbers

The first number is called incomplete private ,

second - remainder

9: 4 = 2 (rest. 1 )

How can you plant 14 butterflies into 3 flowers equally?

1 4 – 9

1 4 – 1 2

( rest. 5 )

= 3

= 4

1 4 : 3

( rest. 2 )

2 3

Rule 2

Remainder when dividing should always be

less divider

14: 3 = 4 (rest. 2 )

2 3

How to perform division with remainder?

1. Orally find the largest divisible before the given one, which is divisible by a divisor without a 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

(rest. 3 )

13: 5

Choose a job for independent work

1. Do the division making drawings And writing on a line. Compare resulting remainder and divisor

7: 3 8: 2 9: 5

2. Do the division writing down examples in line. Check it out

15: 6 10: 5 21: 5

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

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

check yourself

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

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

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

Lesson topic

Division with remainder

The purpose of the lesson

Learn how to divide with a remainder

Evaluation scale

– 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

– Don't know

Homework

Textbook, information Mathematics - repeat ,

№ 3, № 5 With. 26

Division with remainder. Solving division problems with remainder.

Math lesson in 3rd grade.

Savelyeva Natalya Alekseevna,

teacher primary school

MOU secondary school No. 11 with in-depth study

individual items

Zelenodolsky 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 relationships between the components and the result of the action of multiplication and division, the ability to perform extra-table multiplication and division, and solve problems.

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

To cultivate mutual respect, the ability to listen to the opinions of others and defend one's own.

Type of lesson: improving knowledge, skills and abilities.

Equipment:

Multimedia equipment (Microsoft Power Point);

Cards with the task "mathematical loto";

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

Textbook "Mathematics" 3 cells. At 2 pm, Part 2. / M.I. Moro, M.A. Bantova, G.V. Beltyukova, S.I. Volkova, S.V. Stepanova. – M.: Enlightenment, 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 this: "As many as there are fingers on the hand." Only as a result of a very long development, people came 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 the numbers came about.

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

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

According to the Pythagorean definition, a number is a set made up of units ( Greek"arrhythmos"). The Pythagoreans recognized only positive integer (i.e. natural) numbers, subdividing them into two types: even and odd. Numbers in Pythagoras were considered 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 on the study of musical tones: he expressed the ratios found in the language of mathematics. In the School of Pythagoras, for the first time, a conjecture was made about the sphericity of the Earth. The idea that the movement of celestial bodies is subject to certain mathematical relationships, the ideas of "harmony of the world" and "music of the spheres", first appeared in the School of Pythagoras.

Knowledge update.

1. Group work.

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

2 group: game " Magic wand».

Checking the work of group 1.

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

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

Continue this row for three numbers, observing this pattern (perform independently, two students write at the blackboard).

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

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

Reduce these numbers by 3 times. Write down only the answers (perform independently, two students write at the blackboard)

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

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

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

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

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

Presentation of the topic and objectives of the lesson.

- What steps did you take to find the value?

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

Block diagram work. (Slide 6.)

Substitute each of the numbers 60, 77, 75, 45 for A to the diagram and follow the steps.

What should be remembered when dividing with a remainder?

2.Fizkultminutka.

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

Up palms! Clap! Clap!

On the knees - slap, slap!

Now pat on the back!

Slap yourself on the sides!

We correct posture

We bend the backs together

To the right, to the left we bent,

Reached up to the socks.

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

3. Textbook work p. 27 #2.

Read the condition of the problem.

What is the task about?

What do you know about airplanes?

What do you need to know? What action will we take to solve the problem?

(Two students decide at the board).

Examination. 20: 3 \u003d 6 (t.) (rest.2) (s.)

Answer: 6 triplets 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 into 3 ships equally. How many fish will each sailor get if the team consists of 8 people?

What is the task about? What is known? What do you need to know?

(1 student decides at the blackboard with commenting)

81: 3: 8 \u003d 3 (r.) (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) \u003d 3 (p.) (rest. 9)

9 - the remainder of the three ships.

Answer: Each sailor will receive 3 fish and there will be 3 fish left 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.

1 option. Perform division with remainder:

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

60 : 5

3 option. Fill in the missing numbers to make the entry correct.

2 ⁭ : 3 = 7 (rest. 2)

⁭ 9: 2 = 19 (rest 1)

4⁭ : 7 = ⁭ (rest 5)

⁭9: 7 =⁭ (rest 3)

77: ⁭ = ⁭ (rest.5)

Examination.

V . Summary of the lesson.

What new did you learn in the lesson?

What have you learned?

What rule should be remembered when solving division problems with a remainder?

What task did you like the most?

What task was difficult? What do you need to do to get a good understanding of the topic?

Homework: p. 27 No. 6, the task of ingenuity.

Literature.

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

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

Application.

Game "Mathematical Lotto".(The principle of solving circular examples)

Children take out cards from envelopes, first put a card with a shaded answer, then everyone else. Solve the examples one by one. When all the examples are solved, the students, at the teacher's command, turn the cards upside down. If the word turned out, then the examples are solved correctly.

40: 8

54: 9

42: 6

72: 9

With

Game "Magic wand".

A magic wand (pen, pointer, etc.) is passed from hand to hand in the class. The transmitter calls an example from the multiplication table, the receiver calls the answer. If the recipient did not answer correctly, the wand returns to its original position and repeatedly "goes" to the same student or changes the "address".

MBOU Ankovskaya secondary school

"Division with remainder"

Math lesson in grade 3

Primary school teacher Dementieva 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. Name 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 for division with a remainder.

What are numbers called when divided?

30: 5 = 6

X : 5 = 6

30: X = 6

Practical work № 1

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

9 birds. These birds need to be distributed equally

for each feeder.

9: 4 = 2 (rest. 1)

Practical work No. 2

11 butterflies to distribute

for 3 flowers equally.

11: 3 = 3 (rest. 2)

RULE 1:

When dividing with a remainder, the result is written as two numbers. The first number is called the partial quotient, the second is called 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 minute for eyes

Group work

1 group: Perform division with remainder

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

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

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

3 group: Find the remainder:

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

11: 2=5(rest…) 21: 5=4(rest…)

Where are you on the knowledge ladder right now?

The lesson is useful

All clear

just something

a little bit unclear.

Still have to work.

Homework

good luck with your accomplishment

homework.

Thank you for your work in class.

Sources

yandex.ru / images ›

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Slides captions:

Division with remainder. Consolidation. Math lesson Grade 3

B U

b4, a3, d1, a3, c2, d5, b1, d3! 5 V U L I 4 F P Z B 3 0 A S 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. For 10 kopecks 6 were coins 40 kopecks were spent on lunch And 8 kopecks were lent to friends. There was only a small amount left in my pocket. How many kopecks does Kolya have left?

1) 10 6 \u003d 60 (cop.) 2) 60 - 40 \u003d 20 (cop.) 3) 20 - 8 \u003d 12 (cop.)

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

True or False Test The remainder of a division must always be less than the divisor. 23:3 = 6 (rest. 5) Dividing by 3 can result in remainders 0, 1, 2. Dividing by 8 can result in remainders 0,1,2,3,4,5,6,7,8. 30:60 = 0 (rest.30)

True or False Test The remainder of a division must always be less than the divisor. (+) 23:3=6 (-) Dividing by 3 can result in remainders 0, 1, 2. (+) Dividing by 8 can result in remainders 0, 1, 2, 3, 4, 5, 6, 7, 8. (-) 30:60=0 (rest 30) (+) (rest 5)

LACQUER + JOKE = BOX

1 dm \u003d 10 cm 10 8 \u003d 80 (cm 2) Answer: S \u003d 80 cm 2

Physical education minute

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

Problem 5 m. 5 m. 5 m. 81 fish

Independent work 1. Find the meaning of the 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 Solve the equations x = 92

Homework 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) (+)

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

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