I remember one of my earliest memories of teaching math is giving an assignment where 18 had to be divided by 4. A student looked up from his work and stated, “wait a minute, I can’t do this problem. 4 doesn’t go into 18….”
“Well,” I explained, “Actually, 4 is smaller than 18, so it does ‘go in’….”
“No, you know what I mean,” the student continued, impatiently, “it’s going to leave a remainder!”