#1 Divisibilidad - Enseñar Matemática - 12(ntes) - PARTE 1/4
Understanding Divisibility
In this section, the speaker explains what it means for a number to be divisible by another number and gives an example.
What is Divisibility?
- Divisibility means that one number can be divided by another without leaving a remainder.
- For example, 36 is divisible by 6 because 36 can be divided into 6 equal parts with no remainder.
Finding Multiples of a Number
In this section, the speaker discusses how to find multiples of a given number and provides examples.
Finding Multiples
- To find multiples of a number, you need to multiply that number by other numbers.
- For example, if you want to find multiples of 36, you can multiply it by 2 to get 72 or by 3 to get 108.
- However, not all products will result in a multiple. For instance, multiplying 18 and 2 does not give a multiple of 36.
- The objective is to identify which numbers are divisors (can divide evenly into the original number with no remainder), as these will result in multiples when multiplied.
Discovering Possible Divisors
In this section, the speaker explains how to discover possible divisors of a given number.
Discovering Possible Divisors
- To discover possible divisors of a given number, you can start by dividing the number by 2 and then continue with higher numbers until you reach the number itself.
- If a number is not divisible by any of these numbers, it is not a multiple of any of them.
Planning Multiplication
In this section, the speaker discusses how to plan multiplication and use mathematical relations to solve problems.
Planning Multiplication
- To plan multiplication, it is important to have a basic understanding of divisibility and multiplication.
- One way to solve problems involving multiples is to break down the numbers into their divisors and then identify which ones are common between them.
- Mathematical relations can also be used to solve problems involving multiples.
Counting Divisors
In this section, the speaker discusses how to count divisors and explains that if a number is divisible by another number, then it is also a divisor of that number.
Counting Divisors
- To count divisors, one needs to check if a number is divisible by another number.
- If a number is divisible by another number, then it is also a divisor of that number.
- There are two cases where you don't need to look at the rest when dividing numbers.
- The speaker explains that all numbers are divisors and decimism.
Finding Divisible Numbers
In this section, the speaker talks about finding numbers that are divisible by other numbers.
Finding Divisible Numbers
- When a number is divided by the same number, it will be divisible by itself.
- The speaker gives an example of finding 1 as a divisor of 266.
- The speaker found two cases where he didn't need to look at the rest when dividing numbers.
Planting Numbers
In this section, the speaker talks about planting numbers and how he found a divisor of 216.
Planting Numbers
- The speaker plants numbers to find divisors. For example, he planted 6x2 for 12.
- He found a divisor of 216 and planted 18x3 which gave him the third account with no remainder.
- The speaker explains that he planted 6x3 and 12x2 to find the divisor of 216.
Dividing Numbers
In this section, the speaker talks about dividing numbers.
Dividing Numbers
- The divider is 266.
- They were not pairs. And Rami says no.
- To say that the result is 1 and what is Rami thinking when he says that you are 0? Rami says that the result is 0 because it is 0. Juan Pablo also says that you are 0.
Finding Divisible Numbers
In this section, the speaker talks about finding numbers that are divisible by other numbers.
Finding Divisible Numbers
- There is a case where there are three times two times two by eighteen and you have 216. Is it okay to me?
Dividing Numbers
In this section, the speaker talks about dividing numbers.
Dividing Numbers
- They were not pairs.
Dividing Numbers
In this section, the speaker talks about dividing numbers.
Dividing Numbers
- They were not pairs.
Dividing Numbers
In this section, the speaker talks about dividing numbers.
Dividing Numbers
- They were not pairs.
Dividing Numbers
In this section, the speaker talks about dividing numbers.
Dividing Numbers
- They were not pairs. And the rest is the same.
- The speaker asked if 3 is a divisor of 216 and was told no.
Introduction
In this section, the speaker is asked how he solved a problem.
- The speaker is asked how he solved a problem.
Strategies for Divisibility
In this section, the speaker discusses strategies for divisibility.
Different Strategies
- The class discusses different strategies for determining divisibility.
- Juan suggests that 216 is a divisor of 216.
- Rami disagrees and says that the result is 0 because it is 0.
Criteria of Divisibility
- Juan Pablo mentions the criteria of divisibility but notes that they are not currently being used in class.
- The boys analyze all the criteria of divisibility and discuss their results.
Columning Numbers
- The boys column numbers according to whether they are divisible or not using a calculator.
- They discover some new things through this process.
Divisors of a Number
In this section, the speaker discusses divisors of a number and how to find them.
Multiplying by 12 to Find Divisibility by 16
- The numbers that multiplied by 12 will be divisible by 16.
- For example, if we take 6x2, it is equal to 12. Therefore, I did like 2016 divisions.
- Similarly, for any number that is put inside, the number of divisors can be found.
Divisors of 216
- The numbers mentioned are divisors of 216.
- Until the first number and even two are also included in the list.
Analyzing Different Aspects of the Class
- The teacher has to keep the content to make the whole class next.
- To be able to analyze different aspects of this class from this problem in an intuitive way.
Understanding Divisibility Criteria
- There was no explanation given for why divisibility criteria work.
- We need to start working on rest of the criteria such as dividing by two or three.
Building Knowledge Intuitively
- We are not working intuitively; they have to see that they know what they're doing.
- This means that they know that multiples will always be multiple and will always be in the form of four.
Introduction
In this section, the speaker introduces the topic of discussion.
Topic Introduction
- The speaker introduces the topic of discussion.
First Question
In this section, the speaker asks a question related to the topic.
Asking a Question
- The speaker asks the first question related to the topic.
Scoresisch
In this section, there is a mention of "scoresisch".
Mentioning "Scoresisch"
- The speaker mentions "scoresisch".
Undisclosed Topic
In this section, there is an undisclosed topic that will not be discussed.
Not Discussing a Topic
- The speaker states that they will not talk about an undisclosed topic.
- #(#) Not Discussing a Topic (Continued)
This section continues from the previous one and reiterates that an undisclosed topic will not be discussed.
Not Discussing a Topic (Continued)
- The speaker reiterates that they will not talk about an undisclosed topic.
- They repeat this statement multiple times throughout this section.
- #(#) Not Discussing a Topic (Continued)
This section continues from before and still discusses how an undisclosed topic will not be talked about.
Not Discussing a Topic (Continued)
- The speaker continues to state that they will not talk about an undisclosed topic.
- They repeat this statement multiple times throughout this section.
- #(#) Not Discussing a Topic (Continued)
This section continues from before and still discusses how an undisclosed topic will not be talked about.
Not Discussing a Topic (Continued)
- The speaker continues to state that they will not talk about an undisclosed topic.
- They repeat this statement multiple times throughout this section.