Using the problem box or a prepared set of problems or simply making up a problem and writing it down, show the child how to find answer by placing his right index finger on the dividend (blue line), his left index finger on the divisor and moving the right finger down and the left one to the right until they meet. For the child that is just beginning to use the Division Chart, use problems with no remainders. Write down the answer; give the child another to do by himself.
As the child becomes proficient in using the chart, show him how to do problems with remainders. Follow the same procedure as above; the fingers will meet on an empty square. Move them to the right to the nearest number. To find the remainder, go up the column from your answer to the blue line; subtract this number from your dividend. For example,
21 - 8 =
Right finger on 21, left on 8; they meet on an empty square, then move to the right to 2. Move up the column from 2 to 16 (in blue); subtract 16 from 21 which gives you a remainder of 5. That is,
21 - 8 = 2 r 5
After the child knows his division facts, he can use this chart.
There is a problem box and an answer box. The child selects a problem (there are no problems with remainders in this set); he places his fingers on the board as for Chart 1; he selects the correct answer from the answer box and places it on that square. The child can use Chart 1 to check his work.
2. Chart 1 can be used to check problems from Chart 2.
2. Finding that there is a remainder.
3. Writing the problems and answers.
4. Filling in the squares on the "Blind Chart".
5. Checking answers with Chart 1.
2. To gradually transfer from concrete to abstract representation of division.
3. To learn more about remainders.
4. To develop concentration and independence.
5. To develop a sense of accuracy.