Separating Equal Groups of Single Blocks
n the previous section,students saw division as the process of separatingequal groups,finding either the number of equal groups (repeated sub-traction) or finding the number in each equal group (sharing).Now studentsexplore division further with the Array mat,connecting these two views of division.The Array model reinforces the relationship between division andmultiplication.Students also explore division with remainders.
Using the Array Mats for Division
Students work in small groups with one Array mat. Present this story problem:
There are 72 blocks.Each child gets 6 blocks.How many children get blocks?
How could you use the Array mat to find out?
Provide time for students to gather a group of 72 blocks. You might ask if anyonecan think of a quick way to do this (e.g., emptying 7 blocks-of-10 and adding 2single blocks). Students then take turns placing a group of 6 blocks side by sidein successive rows on the Array mat until there are no more blocks left. Whenstudents complete the task, have them describe what they did (put groups of 6on the Array mat until all 72 blocks were used) and identify the number of groups. Ask,
What number sentence can you write to tell what you did?
Record 72 ÷ 6 = 12 and havestudents connect each number tothe story problem, to their actions with the blocks, and to the way the blocks look on the Array mat.If appropriate, introduce the terms
Next present this story problem:
Six children share 72 blocks fairly.How many blocks does each child get?
Using the Array mats to divide,and exploringremainders