Basic Chapter Facts | Division is the Inverse of Multiplication | Maths

Some primary division operations are wanted to divide numbers. Repetitive subtraction of the identical quantity is expressed by division briefly kind and lengthy kind.

Share 12 pens between 2 kids. To learn the way many pencils every baby will obtain, we begin by giving 1 pencil to every baby till there are not any extra pencils.

Which means 12 gadgets are divided into 2 teams of 6 gadgets. Every baby is given 6 pencils.

It means there are 2 teams of 6.

That is written as 12 ÷ 2 = 6

That is referred to as the cut up phenomenon.

Get 12 mangoes. These mangoes will probably be distributed equally to 4 boys.

Let’s distribute 12 mangoes individually to 4 kids to get the mangoes. First, a mango is positioned for every boy.

We see that there’s some mango left. Then one other mango is positioned for every boy. There are nonetheless mangoes left.

Now a 3rd mango has been positioned for every boy. Now every baby has 3 mangoes and there are not any mangoes left outdoors.

After we add the mangoes for each boy we purchase;

3 mangoes + 3 mangoes + 3 mangoes + 3 mangoes = 12 mangoes

This implies: 3 mangoes 4 instances = 12

or 3 × 4 = 12

It proves the three×4=12 multiplication phenomenon. Once more, if we subtract 4 instances 3 from 12, we get zero.

12 – 3 means 4 instances = 0, 12 ÷ 3 = 4

or 12 ÷ 4 = 3

Subsequently,

(i) 3 exhibits 4 instances or 4 instances 3 multiplication information:

3×4=12

or 4 × 3 = 12

(ii) 3 subtracted 4 instances illustrates the elemental phenomenon of division:

12 ÷ 3 = 4

or 12 ÷ 4 = 3

Subsequently, evenly distributing an equal variety of objects or forming teams from an equal variety of objects signifies the phenomenon of division.

(i) Including the identical quantity repeatedly exhibits the phenomenon of multiplication:

(3 + 3 + 3 + 3 = 4 × 3 = 12)

(ii) Subtracting the identical quantity repeatedly exhibits the phenomenon of division:

(12 – 3 – 3 – 3 – 3 = 0; 12 ÷ 3 = 4)

Thus, division is the alternative of multiplication, and multiplication is the alternative of division.

Subsequently, we additionally know that;

(i) 3 × 4 = 12 yields two division phenomena as 12 ÷ 3 = 4 and 12 ÷ 4 = 3

(ii) 12 ÷ 3 = 4 provides two multiplication information as 3 × 4 = 12 and 4 × 3 = 12.

Outline the divisor, divisor, and quotient within the given division expression.

Let’s keep in mind some vital information about partitioning.

• Segmentation means separation into equal teams.
• Division is the repeated subtraction operation.
• Division is the alternative of multiplication.

The sum of the numbers to be divided in division known as. dividend. The quantity we divide known as dividing. The results of division known as part.

Part Evaluate:

• We use division after we create equal teams.

• signal of division ÷

• A quantity divided by itself is the same as 1.

for instance 7 ÷ 7 = 1 or 4 ÷ 4 = 1 or 9 ÷ 9 = 1

• A quantity divisible by 1 is the same as the quantity itself.

for instance 2 ÷ 1 = 2 or 5 ÷ 1 = 5 or 8 ÷ 1 = 8

• Zero divided by any quantity is the same as zero.

for instance 0 ÷ 3 = 0 or 6 ÷ 0 = 0 or 10 ÷ 0 = 0

Primary Partition Details Questions and Solutions:

I. Write down the division information for every image utilizing the division image.

(i) Share 8 erasers between 2 kids.

8 ÷ 2 = 4

(ii) Share 4 scissors between 2 kids.

4 ÷ __ = __

(iii) Share 14 keys between 2 kids.

14 ÷ __ = __

(iv) Share 12 pencils between 2 kids.

12 ÷ __ = __

Reply:

I. (ii) 4 ÷ 2 = 2

(iii) 14 ÷ 2 = 7

(iv) 12 ÷ 2 = 6

II. Fill within the blanks –

(i) 5 ÷ 0 = _____

(ii) 6 ÷ 0 = _____

(iii) 8 ÷ 0 = _____

(iv) 9 ÷ 0 = _____

(v) 4 ÷ 1 = _____

(vi) 3 ÷ 1 = _____

(vii) 2 ÷ 1 = _____

(viii) 6 ÷ 1 = _____

(ix) 2 ÷ 2 = _____

(x) 5 ÷ 5 = _____

(x) 6 ÷ 6 = _____

(xii) 8 ÷ 8 = _____

(xiii) 7 ÷ 1 = _____

(xiv) 3 ÷ 3 = _____

(xv) 0 ÷ 2 = _____

(xvi) 6 ÷ 1 = _____

(xvii) 8 ÷ 1 = _____

(xviii) 9 ÷ 1 = _____

(xix) 4 ÷ 0 = _____

(xx) 5 ÷ 1 = _____

(xxi) 3 ÷ 0 = _____

(xxiii) 7 ÷ 0 = _____

(xxiii) 9 ÷ 9 = _____

(xxiv) one ÷ 1 = _____

III. Fill within the blanks –

(i) 6 ÷ _____ = 6

(ii) 2 ÷ _____ = 2

(iii) 2 ÷ _____ = 1

(iv) 4 ÷ _____ = 0

(v) _____ ÷ 9 = 0

(vi) _____ ÷ 8 = 1

(vii) _____ ÷ 3 = 3

(viii) _____ ÷ 2 = 1

(ix) 5 ÷ _____ = 1

(x) 7 ÷ _____ = 1

(xi) 6 ÷ _____ = 6

(xii) 1 ÷ _____ = 3

(xiii) _____ ÷ 7 = 0

(xiv) _____ ÷ 1 = 8

(xv) _____ ÷ 6 = 1

(xvi) 6 ÷ _____ = 0

2nd Grade Arithmetic Train

From Primary Chapter Details to HOME