Terminology related to division :   A good way to remedy this situation is to familiarise children with these concepts in concrete, contexts, to start with. For instance, if a child is exposed to many exercises with concrete materials that involve a remainder, she would gradually begin to understand the Multiplication concept. This understanding could be reinforced by giving her examples from day-to-day situations involving division of reminder (e.g., Moti brought 7 pencils. He distributed them equally among 3 children. How many remained with him?), as well as division without a remainder. While getting the children to articulate their solutions, you could also stress the words 'quotient' and 'remainder'. Many such examples should be presented to the children.

Simultaneously, the children should be asked to create situations and contexts involving division with a remainder. These situations could be created in small groups and presented to each other in the group, and 1 or posed as challenges to the other groups.

Slowly the side of the numbers involved in the problems presented by you may be increased. For example, at the next level you could ask, "There are 26 marbles and 7 children have to play with them, If each child gets the same number of marbles, how many would each child get and how many would be left over?"

 If the children cannot answer when the numbers become larger, you can present them the problem as an activity with concrete things. You could collect the required number of marbles, or some other easily available small objects. Ask children how they would proceed to find the quotient and the remainder.