For students in grades 3 and up, the leap from multiplication to department can it is in hard! This article explains what department is, in addition to the different parts of a division problem (quotient, divisor, and also dividend) and also how to usage the traditional algorithm because that division. Contained are two lessons come introduce and also develop the principle to her students. Both lessons are designed to practice fluently dividing multi-digit numbers utilizing the standard algorithm, a standard usual in grades 5–6.

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## Comparing department and Multiplication

In order to teach division, it generally helps to begin with multiplication. The mathematical expression 3 × 5 represents three groups with 5 items in each group. To discover the product, students can develop a version of three groups with five items in each group as presented below. Ask: Let\"s try another trouble now. What does 68 stand for in 68 ÷ 4?68 ÷ 4 is asking: if you have 68 items and divide castle into teams with 4 items in every group, how numerous groups would you have? The 68 to represent the total number of items you begin with.Ask: What does 4 represent in 68 ÷ 4?The 4 to represent how countless items room in each group.Ask: What is 68 ÷ 4?Since this is not a basic department fact, it is unlikely the students will be able to find a exactly quotient. If students carry out think they understand the quotient, have actually them share your thinking. To compare strategies, and share that one usual strategy for performing more complex division through multi-digit numbers is making use of the traditional algorithm.Ask: If we desire to compose 68 ÷ 4 the same method we composed the typical long division express \"54 divided by 9,\" what number would certainly go wherein 54 is and what number would change 9?68 would certainly go in place of 54 and 4 in place of 9.Say: When us are splitting numbers too big for united state to instantly know the answer to, that is finest to carry out the difficulty in several tiny parts.Say: When perfect the long department expression \"68 divided by 4,\" remember the 68 is 6 tens and 8 ones.Show 6 tens so the the entire course can check out them.
Ask: How plenty of equal groups of 4 tens have the right to you make?You can make 1 team that will certainly contain 4 tens.Say: Since you deserve to make only 1 group, you create a 1 over the tens place in 68. Say: Since you cannot make additional groups containing four tens, girlfriend will have to regroup the continuing to be 2 for 20 ones.Show 2 10s being regrouped together 20 ones so the the entire course can see. Next, incorporate the 20 ones through the 8 ones.Ask: If we combine the 20 ones with the 8 ones, how plenty of ones will we have?28 ones.Ask: How countless groups v 4 ones in each team can we make indigenous the 28 ones?We deserve to make 7 teams with 4 people in each group. Say: Since 7 groups of 4 ones have the right to be made, we create 7 above the ones place in 68. Say: Since there are no ones remaining, ours quotient is 17. If us make 17 groups with 4 item in each group, us should have a total of 68 items.Have students individually or in pairs do 17 groups with 4 items in every group. Then have actually them count the total variety of items to check out if there are indeed 68.Continue this task using slightly bigger numbers. Have actually the students usage their base-ten blocks to determine the ar value because that the quotient. Remember to constantly have the students examine their job-related using their base-ten blocks.

## Lesson 2: emerging the concept of Division

After using manipulatives to introduce the department algorithm for multi-digit numbers, it\"s time to develop the concept more fully. Perform not rush the development of this concept. Many students battle with department of multi-digit numbers, and it is essential to allow students lot of of time to master it.

Materials: Base-ten blocks the all students have the right to see (for example, v an overhead projector); base-ten blocks the students have the right to use

Preparation: Be certain to administer at the very least one set of base-ten blocks for each pair that students.

Ask: How deserve to we compose 276 divided by 6?276 ÷ 6 or the long department expression through 276 inside the long division symbol and 6 external it will more than likely be the two notations provided by the students. Encourage student who try different representations, such as the fraction 276/6 or a attracted visual model.Ask: Which notation will certainly you use to uncover the quotient that 276 split by 6?Direct students to use the long division expression to enable them to use the division algorithm.Say: Use her base-ten blocks to represent 276. Ask: Let\"s begin with the hundreds. Because we are separating by 6, we must make groups containing 6 hundreds. Can this be done if we only have actually 2 hundreds?No. When you can not make teams from the existing place, you will need to regroup and also make teams from the following place.Ask: If we regroup the 2 hundreds for tens, how numerous tens would certainly we get? If we include the 7 tens, how plenty of tens would certainly that it is in altogether?2 hundreds is equivalent to 20 tens. If we integrate the 20 10s with 7 tens, we obtain 27 tens.Ask: Since we space working with 10s now, how plenty of groups that 6 tens can we do from 27 tens? Be sure to use your basic ten blocks.Notice the there space 4 teams of 6 tens with 3 10s left over. Say: Since we have 4 groups of 6 tens, we place a 4 over the tens ar in 276. Ask: If one group of 6 tens is 60, what is 4 groups of 6 10s worth?240. Encourage student to usage their base-ten block to illustrate the value.Say: Remember the we began with 276 and also want to divide it by 6. Due to the fact that we have actually made four groups, each through 6 tens, we have the right to take 240 far from 276.Ask: How plenty of tens and also ones space left over as soon as we take far the 4 groups of 6 tens?3 tens and also 6 ones are left over.Say: We have the right to do this by writing 240 listed below 276 in our department problem and also subtracting. Ask: What is 276240? What is the worth of the base-ten blocks that you have left over? What do you an alert about the 2 values?36. This helps students watch the connection in between using the base-ten blocks and the conventional algorithm.Ask: Since us cannot do any much more groups that 6 tens with the staying base-ten blocks, we deserve to regroup the 3 10s for how plenty of ones?30 ones. In front of the students, regroup 3 tens as 30 ones.Ask: How many ones do we currently have?We have 36 ones.Ask: How countless groups that 6 ones deserve to we make from 36 ones?We have the right to make 6 groups.Ask: Where perform you think we will certainly write the 6 that represents the 6 groups?The 6 is written above the ones location in 276.Ask: Are there any type of ones left over?No.Ask: What is the quotient the 276 ÷ 6?46Continue this task using various numbers. Be certain to use numbers that do not usage remainders in ~ first. To reinforce the connection between multiplication and division, have actually students check their occupational using multiplication.

### Wrap-Up and also Assessment Hints

Students require a good deal of practice when discovering to divide multi-digit numbers. Execute not be in a rush for students to placed away their manipulatives when discovering this daunting concept. This deserve to be a make the efforts time in numerous students\" mathematics development!

As a teacher, do not be discouraged by slow-moving progress. Remember, this might be the an initial time numerous of her students have ever before encountered the concept. Your task is to take the essential time and effort to encourage college student to learn this process. As much as possible, shot to called different department problems to her students. If they\"re interested in basketball, because that example, have them divide groups of football player or basketballs. Additionally, connect department to various other topics, such together multiplication, fractions, and also equations, once they appear to reinforce the principle many times.