In long division, you physically do the subtractions of each multiple from the remainder at each step, bringing down additional digits one at a time. In some forms of long division, you will stop at the whole number and indicate a remainder (R).
(* see the related link for a graphic illustration of the process)
In short division, you have to get the most appropriate multiple at every stage. In long division, it doesn't matter what multiple you use as you add them all up at the end.
146 divided by 2
A:
Let's start with an easier one,
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8) 36 - 36 is the number your dividing. 8 is the number of pieces you're dividing it into.
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8) 36 - First how many times the 8 go into 36?
4
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8) 36- 8 goes into 36 four times to put the 4 on top.
4
* ___
8) 36 - Then 8 times 4 and that is thirty-two. So put that below 36 and subtract.
32
__4_R4
8) 36
- 32
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4- 4 is a reminder so the answer is 4 remainder 4! This is how you write it 4R4!
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The term short division is usually applied to the process of representing the remainder as a digit inserted within the number being divided.
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I have come across two versions of long division.
The Dividend is the number being divided
The Divisor is the number doing the division.
The Quotient is the result of the division - it is often used to mean just the whole part of the result, but it can include any fractional (decimal) part.
For example, if you had 100 chocolate bars to divide between 50 people, there dividend would be 100 and the divisor 50. It would be written as 100 ÷ 50 and read as "100 divided by 50". When written as a long division (in the English version using the "bus stop method" as I'll describe below) it can be read as "50 divide into 100".
English itself is not a very good language to describe mathematics as it is "sloppy". For example "10 divided into 2" from a mathematical point of view means exactly "2 ÷ 10", but in English it could also mean dividing the 10 into 2 piles, ie the mathematical "10 ÷ 2"
I'll explain the English version (with which I am most familiar), working with decimal numbers:
It is easier to show than describe:
(I have to use underscores to try to keep the digits aligned; think of them like lines on a page.)
For example 70819 ÷ 3
____2 3 6 0 6
__--------------
3 | 7 0 8 1 9
____6 _________←2 × 3 = 6, so put 2 in quotient over the 7, write the 6 and subtract
___--- _________
____1 0 _______←Bring down the next digit, the 0 to make 10; highest multiple of 3 not greater than
______9 _______← 10 is 3×3 = 9, so write the 3 over the 0 and put 9 below 10 and subtract
___----- _______
______1 8 _____ ←Bring down next digit, the 8 to make 18; 3 goes into 18 6 times, write 6 over 8 and
______1 8 _____ ← write 3×6 = 18 below the 18 and subtract
______-----_____
________0 1 ___ ←Bring down the next digit, the 1 to make 01 which is the same as 1 (leading zeros
________________←make no difference to the number); 3 does not go into 1, ie the highest multiplier of
________________←3 not greater than 1 is 0, so write 0 above the 1 and bring the next digit down
________0 1 9 __←The 9 would just be appended to the line which already has the 01 above, but as I
________________← needed to explain what is going I have repeated it; 3 goes into 19 6 times, so write
__________1 8 __← 6 above the 9, 18 below and subtract
_______-------___
___________ 1 __←Run out of digits in quotient.
The result can now be considered as 70819 ÷ 3 = 23606 r 1 or 70819 ÷ 3 = 23606⅓
Or the division can be extended into a decimal by continuing on after putting a decimal point in the quotient and dividend and appending a few zeros:
____2 3 6 0 6 ⋅ 3 3 3
__------------------------
3 | 7 0 8 1 9 ⋅ 0 0 0
____6 ________________
___--- ________________
____1 0 ______________
______9 ______________
___----- ______________
______1 8 ____________
______1 8 ____________
______-----____________
________0 1 9 ________
__________1 8 ________
_______-------_________
___________ 1 _ 0 ____←bring down the first appended 0 (I've put an extra space to try to line up the 0)
_______________9 ____←3×3 = 9 as before, and subtract
___________-------_____
_______________1 0____←bring down the next digit etc...
________________ 9____
_______________----____
_________________1 0__
__________________ 9__
________________-----__
___________________1_ ←this is going to repeat for ever, so probably better to stop now.
→ 70819 ÷ 3 = 23606.333... ≈ 23606.333
long division is division that is of course long.
Yep, to do long division the box is called a division bracket.
4312 long division by ... I need a divisor.
The long division box is called a "division bracket" or a "division bar." It is used to separate the dividend from the divisor in the long division process. The division bracket helps to organize the numbers and steps involved in dividing one number by another.
by long division
long division is division that is of course long.
Yep, to do long division the box is called a division bracket.
When do you use long division?You use long division when the number you are dividing is too big to do in your head or use short division.
4312 long division by ... I need a divisor.
You can practice your long division on the long division worksheets when you visit the ldivision site. They have many to choose from and you are allowed to print them out.
The long division box is called a "division bracket" or a "division bar." It is used to separate the dividend from the divisor in the long division process. The division bracket helps to organize the numbers and steps involved in dividing one number by another.
by long division
The result of Long division is called a quotient.
By long division.By long division.By long division.By long division.
0.0952
Having watched a video on synthetic division, which stated that: "In algebra, synthetic division is a method of performing polynomial long division." I don't think that they are similar.
It is one method for performing a division.