Separating Equal Groups of Ones

Focus Developing meanings for division with the

single blocks

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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 or the size of those groups. These two situations number of groups and size of groups are modeled differently. When we divide 18 into groups of 3, we want to find out how many groups well get. Because we can successively measure off groups of 3 from the 18, this model is often called repeated subtraction. In the other model, we divide 18 into 3 groups to find the number in each group. Because this is usually done by distributThe division example 18 3 can represent 18 divided in equal groups of 3 (left) or 18 divided in 3 equal groups (right). ing the blocks evenly among 3 groups, it is often known as the sharing model of division. Children are familiar with the sharing process from their daily lives and model it easily.

Finding the Number of Groups

For a more direct connection with multiplication, begin with the how many groupsor repeated subtraction meaning of division. Have children take 24 blocks. Present the problem:

There are 24 blocks. Each child gets to take 8 blocks. How many children will get blocks?
Have volunteers each take 8 blocks in turn, continuing 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 children recombine the blocks to check. While the inverse relationship (8 3 = 24) may be obvious to some, not all children will make the connection. Continue to explore this relationship over time. Repeat this process a couple of times, beginning with a different number of blocks and a different number of blocks for each child.
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When appropriate, introduce the division sentence 24 8 = 3. Help children 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 8 = 3

in all

in each group

groups

Children can also represent the repeated subtraction model of division on number 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 otherwise 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 distribute the 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 using different numbers of blocks and children. When appropriate, connect this process to a division sentence. Help children relate each number to their physical actions with the blocks. Summarize this way: 20 4 = 5

in all

groups

in 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 allows children to use multiplication facts in order to find quotients. For example, in order to find 8 2, children can think about what number they would multiply by 2 to get 8. Many experiences with separating and combining equal 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.

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Applying the Two Meanings of Division
When children understand the basic meanings of division, they should be exposed to the normal variety of story problems within your curriculum. Also encourage children to create their own problems. Note that when children are solving problems, they usually model the meaning of division suggested by the story. Children 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 children demonstrate their techniques for finding the answer. Some children may make groups of 7, while 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. Have children explore a few more examples using the two different approaches for each example: finding groups of a certain number, or finding a certain number of groups. Each time, ask,

What do you notice about these answers?

Practicing Key Ideas

Equal Groups of Four
Together, children find collections of blocks that they can separate into groups of 4 blocks without any blocks leftover. They record each way they find. On another day, they repeat the activity with equal groups of 3 or 5.

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

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Assessing Learning
1. Have the child count out a group of 32 single blocks. Ask,

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

Does the child model the situation correctly? answer correctly? 2. Have the child count out 12 single blocks. Ask,

If you make 4 equal groups, how many blocks will be in each group?
Does the child model the situation correctly? answer correctly? 3. Present the example 21 3. Ask the child to show you how to use the blocks to find the answer and to explain his or her thinking while working. Then ask,

If you put the blocks back together again, how many would there be? How would you write a number sentence to show putting the blocks back together?
Does the child make groups of 3 or make 3 equal groups? (either is acceptable) answer correctly? predict the number of blocks when put back together or count the blocks to answer? write a correct addition or multiplication sentence for putting the blocks back together? 4. Present a story problem about blocks. For example:

There are 20 blocks. How many children can have 5 blocks?

Does the child model the problem correctly? answer correctly?

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