INPUT ARTICLE: Article: If your workers believe you care about them and their well-being, workplace morale might improve.  You can encourage this belief by sending a signed card, flowers, or gift card to workers on their birthdays.  Inquire about your employees’ families and hobbies.  For instance, greet your employees in a friendly manner each day.  Ask, “How are you?” If they have children, ask “How are the kids?” If they are in a relationship, ask “How is [their partner’s name]?” Often, a workplace has low morale because people cannot see the higher purpose toward which they are working.  Remind your employees regularly that their work is important and valuable, and without it, their community and the world would be far poorer.  For instance, if you’re running a publishing house, remind your employees that your educational materials are helping kids learn. If you are not in a management position, you can help your coworkers see the big picture by expressing gratitude for your job.  You might say to your coworkers, “We are really providing a valuable service.” Discourage shouting, name-calling, and other negative behavior in the workplace.  Identify and root out workplace bullies – those workers or other managers who embarrass, harass, or otherwise unfairly target certain workers for whatever reason.  Discipline their behavior appropriately and dismiss them if necessary. When you and your workers can give back together at local community organizations, their morale might improve.  Through such an experience, you and your workers will come away with a sense of having united for a greater good, and will use the experience to reflect on how lucky they are.  Contact local food banks, low-income housing nonprofits, and soup kitchens to share a valuable bonding experience with your workers. Instead of scheduling volunteer opportunities together, as a unit, you could simply offer each worker four or five hours of paid volunteer time per month.  This could avoid the difficulty that accompanies trying to schedule a day on which all workers are free to volunteer their time, and the potential loss of work-hours if you choose to replace a regularly work day with a volunteer opportunity. Show your workers or coworkers that you are excited and energized by your job each and every day.  Smile regularly and work hard.  Conduct yourself professionally.  In conversation, share with workers that you are looking forward to a great day and a bright future.  Meet the high standards you’ve set for customer service and quality. Be honest with your workers and coworkers. Make sure that both rewards and discipline are awarded when necessary.  If your workers feel they were punished arbitrarily, others might worry that they could be punished in an equally unfair way.  Likewise, if you regularly ignore people who do a great job and work hard, this could lead to poor workplace morale.

SUMMARY: Show your workers you care about them. Help your employees see the big picture. Insist on a respectful workplace. Schedule community service days. Lead by example. Be fair.

In one sentence, describe what the following article is about: Easter dinner customs vary throughout the world. However, in Western societies, a traditional Easter dinner consists of either lamb or ham as the main dish.  Consider a lamb roast. The lamb roast dinner has its roots in Jewish tradition, when lamb was eaten during Passover. As Jews converted to Christianity, they incorporated the Passover tradition into their Easter dinners. Consider a ham. In the United States, ham is a popular choice because pork that was cured in the winter was ready for consumption in the spring. Hot cross buns, which are spiced buns with a sugary cross on top, are popular for Easter Sunday. In some traditions, Simmer  cake is served. This fruit cake features 11 marzipan balls representing Jesus' 11 faithful disciples.
Summary: Celebrate Easter Sunday with a traditional dinner. Enjoy Easter breads and cakes with dinner.

INPUT ARTICLE: 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.

SUMMARY:
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.