These sentences talk about a particular situation or event, give details as to who the participants are or who is involved in the situation, what the participants will be doing and the reason behind their involvement. They deal with 'where', 'who', 'what', 'why'. For example, if a social story is about washing hands before suppertime, descriptive sentences should be used to talk about the situation, and provide information about who should wash their hands and why (to prevent spread of germs). Descriptive sentences provide factual information. For example, "The sink is a clean white bowl with two silver handles that control the water." These sentences talk about the psyche of the person with respect to a particular situation, including the person's emotions, thoughts and mood. For example, "Mom and Dad like it when I wash my hands. They know that it is good to wash your hands before supper. They are proud of me." Use directive sentences to talk about the desired responses or behaviors. For example: "I will try to wash my hands before suppertime every day." Affirmative sentences can be used along with descriptive, perspective or directive sentences. Affirmative sentences increase or highlight the importance of the sentence, be it descriptive, perspective or directive. For example, "I will try to wash my hands before supper. It is very important that I have clean hands." The second sentence is highlighting the importance of washing hands These sentences make the child understand/realize the importance of others in the situation or activity. For example, "There is a lot of traffic on the road. My mom and dad can help me cross the road." This helps the child understand that he needs to cooperate with mom and dad in order to cross the road. Control sentences should be written from the perspective of the autistic child to help her remember and apply it in a particular situation. They are like personalized sentences. For example, "I need to eat vegetables and fruits at every meal to stay healthy just as plants need water and sunlight to grow." It is ideal to use 0-2 control sentences for every 2-5 descriptive and perspective sentences. This helps keep the story from being too commanding and turning into an "anti-social story." These sentences help the child to do some guesswork about a situation. The child will be allowed to guess the forthcoming step in a situation. For example, "my name is ------ and my brother's name is ------ (descriptive sentence) . My brother will feel ------- when I share my toys with him (perspective sentence)." Partial sentences can be used with descriptive, perspective, cooperative, affirmative and control sentences and can be used once the child has a decent understanding of certain situations and what behaviors are appropriate and expected. Try to make a game of figuring out the missing word.
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One-sentence summary -- Create a descriptive sentence. Use a perspective sentence to convey thoughts and emotions. Come up with directive sentences to teach the child about appropriate responses. Use affirmative sentences to highlight other sentences. Create cooperative sentences to teach the importance of other people. Write control sentences to serve as reminders for the child. Consider using partial sentences to help the story to become interactive.

Article: Long division is easier to understand if you start with a large number that's divided evenly. This will show the student the process for working though the problem without any complicating factors. For example, 63/3=21. The 3 will go into the 6 evenly, then the 3 will go into the 3 evenly. There are no remainders on either step. Most students will begin learning long division in 3rd grade, or around the age of 8 or 9. The divisor is the number that you are dividing by, while the dividend is the number you're dividing into. Tell your student that they will need to divide each unit in the dividend by the divisor, starting with the largest unit. For example, you'd divide the 100s unit, then the 10s unit, and finally the 1s unit. Let's say your problem is 54/3. Your divisor is 3, which goes into 5 just 1 time. However, you are left with a remainder of 2, which your student will need to save for the next step. Similarly, let's say your problem is 155/4. You can't divide 4 into 1, so you'd divide it into 15. This would give you 3, with a remainder of 3. Explain that they will need to multiply the number of times that the divisor goes into the first number by the divisor. They will subtract this product from the units in the dividend to find the remainder, which they'll carry over to the next unit. As you work though 54/3, you know that 3 goes into 5 just 1 time with a remainder of 2. You'd multiply 3 x 1 = 3. Subtract 3 from 5 to get 2. Leave the 2 in the 10s spot. Similarly, for 155/4, you know that 4 goes into 15 just 3 times. You'd multiply 4 x 3 = 12. Subtract 15-12= 3. Carry the 3 down in the 10s spot. Carry the next unit down, adding it to the remainder. Then, divide the divisor into this number. Write the result into your answer, and then subtract to find your remainder, if you have 1. Working through 54/3, you will carry the 4 down, writing it next to the 2, which gives you 24. You'll next divide 3 into 24. This gives you 8. Putting it all together, your answer is 54/3=18. Similarly, as you work through 155/4, you'd now have a 3 left in your 10s spot. Carry down the 5, to give you 35. Divide the 4 into 35, which will give you a result of 8, with 3 remaining. Explain that the number of steps you'll take depends on how many numbers are in the dividend. For example, 155/3 will have fewer steps than 1555/3. However, the process for each unit remains the same. Once the student has divided the divisor into the 1s place, they've reached the end of the problem. If the divisor does not go in evenly, there will be a remainder. They'll need to include this remainder in their answer. Since 3 goes into 54 evenly, you don't have a remainder. However, 55/3 would give you a remainder of 1. You would find this remainder like this: If you divide 3 into 5, you get 1, with 2 remaining. You'd then divide 3 into 25, which would give you 8, with 1 remaining. This is your remainder. Your remainder should be written as part of your answer. You can indicate that it's a remainder by writing "R" in front of it. Alternatively, you may write out the word "Remainder" followed by the number. For example, you'd write 55/3=18 R 1 or 55/3=18 Remainder 1. Lots of practice is essential for mastering math concepts. You can create your own worksheets or download them for free online. You could provide your student with real world scenarios to help them practice long division. For example, they could practice dividing large quantities of food among party guests. Similarly, you could have them divide their birthday money into 3 categories: spend now, save for later, save for college.
Question: What is a summary of what this article is about?
Start with numbers that divide evenly. Explain how to divide the divisor into the first number of the dividend. Show the student how to find the remainder to carry over. Divide the divisor into the next number, including any remainder. Continue working the problem until you arrive at your answer. Demonstrate how to find the remainder. Show them how to write a remainder, if there is one. Provide practice problems to help them work through the steps.