I'm curious what the teacher means by a 'math fact'. Does she just mean problems like what you're creating because a math fact could be just about anything historical about the evolution of math or a day-to-day usable example of math. Also it would seem like using the least efficient method would be the most instructive for a child because you're going to teach them each point in the thought process.
Just curious about the problem more than the solution there. Kudos for being attentive. ... Of course I don't have children because teaching them not to be horrible adults seems counterintuitive to the loudest and most pervasive visual examples lauded in our society. On Sep 20, 2017 11:35 AM, "John Gardner" <[email protected]> wrote: > Yep, I screwed it up - The Remainder is what's left of the Dividend. > > Anyway, have fun - My 9-year-old daughter is nearly 40. Good times... > > On 9/20/17, John Gardner <[email protected]> wrote: > > Or simply subtract the Divisor from the Dividend until the Dividend > > > > <remaining> is less than the Divisor - The index of the loop is the > > > > Quotient, & the Remainder is what's left of the Quotient. > > > > I hope I did'nt screw that up - 3rd grade was about 60 years ago... > > > > :) > > > > On 9/20/17, John R. Hogerhuis <[email protected]> wrote: > >> I guess for division your random numbers are the divisor and the result > >> of > >> the division. > >> > >> Multiply them together to get what you are to divide. > >> > >> -- John. > >> > > >
