Repeat this process a couple of times, beginning with a different total number of blocks and a different number of blocks for each child. For the last example you give, ask students to record the entire process on paper using drawings, words, or pictures. For example, if students repeatedly took 8 blocks from 24(24÷8), they might use pictures or words such as “We had 24 blocks andtook 8 of them 3 times.” Some might write 24 – 8 – 8 – 8 = 0. Encouragestudents to share their recordings. When appropriate, introduce the division sentence 24 ÷ 8 = 3. Make surestudents are able to read the division sign and to identify what part of thephysical model each number represents. Explain that we can use divisionto find the number of groups, summarizing this way:
8=3in allin each groupgroups
Students can also represent the repeated subtraction model of division on num-ber lines. For 24÷8, for example, students 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 with paper plates).
Finding the Number in Each Group
Present the following story problem to illustrate the sharing model of division.
There are 36 blocks for 4 children to share.How may blocks will each child get?
Have students model the problem in groups of four. They will most likely distribute the blocks one by one. That is, they will each take one block, thenanother, and continue until there are no blocks left. Again, have studentsconsider several examples and record their work for the last one you give. When appropriate, connect this process to a division sentence. Help thestudents relate each number to their physical actions with the blocks.Summarize this way:
4=9in allgroupsin each group
To continue making the connection between division and multiplication, ask,
How many will there be when the children put their blocks back together? How can you write a number sentence for this action?
Understanding the inverse relationship of multiplication and division allowsstudents to use multiplication facts in order to find quotients. For example, to