When appropriate, introduce the division sentence 24÷8 = 3. Help childrento read the division sign and to identify what part of the physical model eachnumber represents. Explain that we can use division to find the number of groups, summarizing this way:
8= 3in allin each groupgroups
Children can also represent the repeated subtraction model of division on num-ber lines. For 24 ÷ 8, for example, children first show 24 blocks on a number line and then remove groups of 8, placing each group on another line (or other- wise making sure they remain in separate groups, perhaps on paper plates).
Finding the Number in Each Group
Present the following story problem to illustrate the sharing model of division.
There are 20 blocks for 4 children to share.How may blocks will each child get?
Choose four volunteers to model the problem. They will most likely distributethe blocks one by one. That is, they will each take one block, then another,continuing until there are no blocks left. Repeat with several examples usingdifferent numbers of blocks and children. When appropriate, connect this process to a division sentence. Help childrenrelate each number to their physical actions with the blocks. Summarize this way:
4=5in all groupsin each group
To continue making the connection between division and multiplication, ask,
If you put the blocks together again, how many would there be?How can you write a number sentence to show putting the blocks back together?What do you notice about this sentence and the division sentence?
Understanding the inverse relationship of multiplication and division allowschildren to use multiplication facts in order to find quotients. For example,in order to find 8÷2, children can think about what number they wouldmultiply by 2 to get 8. Many experiences with separating and combiningequal groups of blocks are essential for children to grasp this relationship.Number lines can be used here as well. For example to model 20÷4,children take the 20 blocks and distribute them one at a time to each of 4 number lines.