Separating Equal Groups
o work with division of larger numbers,we focus on the “sharing”meaningof division because it is very simple to model.This approach builds onchildren’s intuitive sense of how to share materials fairly.Children begin byshowing the total number in its base ten representation,that is,by usingblocks-of-10 and single blocks.They then share the blocks fairly among agiven number of groups and tell the number in each group.Through thismodel,the children learn that the basic meaning of division applies to thelarger blocks as well.
Sharing Blocks-of-10 and Ones
Remind the children that so far they have been using the single blocks tomodel division, and explain that now they are going to use the larger blocksas well. Present a story problem about blocks. For example:
Two children want to share 46 blocks.How many blocks should each child get?
Choose a volunteer to start the modeling and ask,
How can we show 46 on the Place mat?
When 46 has been represented on a Place mat with blocks-of-10 and singleblocks, select two more volunteers to dramatize the problem.Given an intuitive sense of fairness, the two children who are sharing willnaturally each take 2 blocks-of-10 and 3 single blocks. Order doesn’t matter at this point; they may start with either the blocks-of-10 or the single blocks. Encourage the children to describe what they did. Also have them set theDigit Flip Cards to show the number in each group. Then have them connecttheir work to the number sentence 46÷2 = 23.To reinforce the relationship between multiplication and division, ask,
If we put these groups of blocks back together, how many will there be? How doyou know?
Give more examples that don’t require children to unpack (regroup), such as28÷2, 63÷3, and 88÷4. Have children model these examples.
Exploring division with the blocks and thePlace mat