## Lesson: Modeling Division

Developing the Concept

Once children are comfortable with making equal groups, introduce the terms *divide, division sentence,* and *remainder.* If manipulatives are available, the use of counters or other countable objects, such as paper clips or crayons, will be helpful. Encourage children to share their thinking as they work through the examples.

**Materials:** countable objects such as paper clips or counters; overhead projector; 10 index cards per child

**Preparation:** Prepare the following worksheet (PDF file) for each child.

**Prerequisite Skills and Concepts:** Children should know the basic subtraction facts and know how to make equal groups.

1 | 2 | 1 | 0 | 8 | 6 | 4 | 2 | |||||||||||

− | 2 | − | 2 | − | 2 | − | 2 | − | 2 | − | 2 | |||||||

1 | 0 | 8 | 6 | 4 | 2 | 0 |

**Wrap-Up and Assessment Hints**

Children need practice using repeated subtraction and making equal groups. If children are having difficulty doing this, ask them to explain their thinking as they work through an example. Encourage the use of flash cards. Children should have a clear understanding of the meaning of division and its relationship to repeated subtraction.