Developing Two Meanings for Division

Focus Modeling the two meanings of division and

writing number sentences

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n division, we start with a number that is to be divided into groups, and we want to find either the number of groups or the number in each group. These two situations are modeled differently. When we divide 18 into groups of 3, we want to find out how many groups well get. Because we can repeatedly take groups of 3 from the 18, this model is often called repeated subtraction. Students can connect this idea to the model of multiplication as repeated addition. When we divide 18 into 3 groups to find the number in each group, we distribute 18 evenly among 3 groups. This is often known as the sharing model of division. Students are familiar with the sharing process from their daily lives and model it easily.

The division example 18 3 can represent 18 divided into equal groups of 3 (left) or 18 divided into 3 equal groups (right).

Finding the Number of Groups

In order to easily connect with the repeated addition model of multiplication, begin with the how many groups or repeated subtraction meaning of division. Present the problem:

There are 32 blocks on the table. Each child gets to take 8 blocks. How many children will get blocks?
Have students work together to model the problem, taking groups of 8 blocks until there are no blocks left. Ask,

How many children have blocks? If you put the blocks together again, how many would there be?
Have students combine the blocks to check. While the inverse relationship (8 4 = 32) may be obvious to some, not all students will make the connection; continue to explore this relationship over time.
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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 and took 8 of them 3 times. Some might write 24 8 8 8 = 0. Encourage students to share their recordings. When appropriate, introduce the division sentence 24 8 = 3. Make sure students are able to read the division sign and to identify what part of the physical model each number represents. Explain that we can use division to find the number of groups, summarizing this way:

24 in all

8 in each group

3 groups

Students can also represent the repeated subtraction model of division on number 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 otherwise 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, then another, and continue until there are no blocks left. Again, have students consider several examples and record their work for the last one you give. When appropriate, connect this process to a division sentence. Help the students relate each number to their physical actions with the blocks. Summarize this way:

36 in all

4 groups

9 in 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 allows students to use multiplication facts in order to find quotients. For example, to
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find 8 2, students can think about what number they would multiply by 2 to get eight. Many experiences separating and combining equal groups of blocks are essential for students to grasp this relationship. Number lines can be used here as well. To model 28 4, students take the 28 blocks and distribute them one at a time to each of four number lines.

Applying the Two Meanings of Division

When students understand the basic meanings of division, they should be exposed to the normal variety of story problems within your curriculum. Also encourage students to create their own problems. Note that when students are solving problems, they usually model the meaning of division suggested by the story. Students may be less sure as to how to proceed when given a division example out of a particular context. Present the example 21 7 and have students demonstrate their techniques for finding the answer. Some students may make groups of 7, others may make 7 groups this is exactly what you want to happen. Ask students what they notice. You want them to note that there are two different models for 21 3, but that both have the same answer. This idea will be explored further in the next section.

Practicing Key Ideas

Twelve into Equal Groups
Students work with 12 blocks and find different ways to separate the blocks into equal groups, using all 12 blocks. They record each way they find. For a greater challenge, have students begin with 24 blocks.

Sharing Fairly
Students work in pairs to find how many students can share 18 blocks so that each of them gets the same number and there are no blocks left over. Encourage students to use the blocks to find all possible answers. Some students will argue that one person having 18 blocks is not a possibility as that wouldnt involve sharing. Let the students decide this for themselves. For a greater challenge, have students model the sharing of 36 blocks.

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Tell a Story
Present three related numbersfor example, 4, 6, and 24and have students tell or write a corresponding number story. Provide time for students to share their work so that everyone sees the variety of stories that can be created using these numbers. Encourage students to consider stories that reflect the two meanings of division and multiplication stories as well.

Assessing Learning
1. Have the student count out a group of 56 single blocks. Ask,

How many groups of 8 blocks can you make from these?

Does the student model the situation correctly? answer correctly? 2. Have the student count out a group of 27 single blocks. Ask,

If you make 3 equal groups, how many blocks will be in each group?
Once the student separates the blocks, ask,

If you put the blocks back together, how many blocks would there be? What number sentence can you write to represent this action?
Does the student model the situation correctly? answer correctly? immediately recognize that the total number of blocks when put back together will be the same as the original amount? write a correct number sentence? 3. Present the example 63 7. Does the student use blocks, subtract, or recall a basic fact to find the answer? if using the blocks, make groups of 7 or 7 equal groups? (Either is acceptable.) answer correctly? 4. Present a story problem for students to model with the blocks. For example:

There are 20 carrot sticks. How many children can have 5 carrot sticks?
Does the student model the problem correctly? answer correctly?

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