4-4 Modeling Division

Focus Using base ten representations to model

division with one-digit divisors

n the previous sections, we modeled division problems using single blocks. This type of model is essential for students intuitive understanding, but is impractical for working with larger numbers. To work efficiently with large numbers, we shift to base ten representations. Of course, the key is for students to recognize that the two models achieve the same results, so they can use both. That is, when solving a problem, they can think about the model with the single blocks to understand the meaning of division and then use the base ten representation to obtain the actual solution. The initial focus is on the sharing model of division. This approach builds on students natural sense of how to share materials fairly. Since the large blocks can be unpacked, how to divide or share them flows naturally from the model and an understanding of the numerical code. Students need repeated work with division examples and story problems that they can solve with the blocks. As students consider your questions and make their own recordings of the work, they begin to reflect on the process. In this section as in most others, the ideas will develop over an extended period of time. The next two sections present a way in which the Digi-Block materials can be used to foster the discovery of a division algorithm. Once again, you may want to be more or less directive in how the activities unfold.

Sharing Blocks-of-10 and Ones

Present a story problem such as the following:

Three children want to share 63 markers. How many markers should each child get?
Have a student use blocks-of-10 and single blocks to represent 63 on a Place mat. Then select three volunteers to dramatize the problem. Given their intuitive sense of fairness, students will naturally each take 2 blocks-of-10 and 1 single block. Order doesnt matter at this point; they may start with either the blocks-of-10 or the single blocks. Encourage students to explain what they did. Ask,

How many markers does each child have?

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Then have them connect their work to the story problem and the number sentence 63 3 = 21. To reinforce the relationship between multiplication and division, ask,

If we put these groups of blocks back together, how many will there be? What number sentence can you write to represent this action?
Give one or two more examples that dont require students to unpack (regroup), such as 24 2 and 84 4. Next ask 4 volunteers to share 60 (6 blocks-of-10) fairly. Most likely, students will quickly take 1 block-of-10 each. Some may not know at first what to do with the remaining 2 blocks-of-10, but because they know that there are singles inside the blocks, some will likely suggest unpacking. Students can then distribute the 20 single blocks so that each person gets 5. Ask,

How many in each group?

Again, have students write the related number sentence. To ref lect on the process, they should also draw or write about what they did with the blocks. Finally ask three students to model 75 3. First they represent the 75 with 7 blocks-of-10 and 5 single blocks. Students tend to begin the sharing process with the largest blocks; you might encourage them to do so, if they do not. Have several students relate the story of how they shared the blocks. Through such retellings, students repeatedly hear the process of first sharing blocks-of10, unpacking the blocks-of-10 that remain, and then sharing the single blocks. Students should explore a variety of division story problems. When the problem contexts are not about children sharing objects, students may be less sure of how to organize the separate groups. They might use sheets of paper or paper plates, each representing a separate group. More advanced students can separate the groups on the Place mat or just make the groups on their desks. Make sure that students understand that the answer is the number in each group.

To model 60 4, four students share 6 blocks of 10.

First each student gets 1 block- of-10. The remaining 2 blocks-of-10 must be unpacked.

Now each student gets 5 of the 20 unpacked blocks, so 60 4 = 15.

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Working with Larger Numbers
Students easily extend this process to working with hundreds. With students working in small groups, present a problem such as 528 4. Just as they have been unpacking blocks-of-10 when necessary, students now unpack blocksof-100 as well. The fact that the smaller blocks are inside makes the process clear. Students share the 5 hundreds first, giving 1 block-of-100 to each person. Next, they unpack the remaining block-of-100 and share the 12 tens. Finally, they distribute the 8 single blocks. Provide more division situations for students to model. For example:

84 6

378 3

408 4

435 5

Note that the third example results in a 0 in the tens place, and that the last example requires students to unpack immediately. While such examples are traditionally difficult for students, the blocks make clear what needs to be done. Thus, for 408 4: There are no tens so I cant give anyone any. And for 435 5: I cant give everyone a block-of-100, so I have to unpack first. Be sure to also have students explore examples that result in remainders. Students can choose how to report them based on the problem context or follow your preferred format. For at least one of the examples ask,

How many blocks would there be if you combined the groups? What number sentence can you write to represent this action? What does this tell you about how you can check division?
Invite students to talk about what they are doing as they manipulate the blocks. Ask questions such as the following:

How many blocks-of-100 will each group get? What will you do with the blocks-of-100 that cant be shared fairly? Why are you unpacking the block-of-10? What will you do when you unpack it?
As well as responding to such questions, students should once again record their work. They can use drawings, words, and numbers to depict their steps. Be sure to provide time for students to share their representations with one another.

This student reflects on the division process with a combination of pictures and words.

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Practicing Key Ideas
Roll a Quotient
Students work in pairs. One student forms a two- or three-digit number on the Place mat. The other student rolls a die and puts out that number of paper plates. Together, the students divide the blocks equally into the specified groups and write the corresponding division sentence to record their work.

Assessing Learning
1. With blocks, a Place mat, and paper plates available, ask,

If 4 children share 84 blocks fairly, how many blocks will each child get?
Does the student model the process correctly? find the correct answer? 2. Present 78 3. Ask the student to show you how to use the blocks to find this answer and tell you what he or she is thinking. Then ask,

How could you use multiplication to check your work?

Does the student model the process correctly? find the correct answer? clearly explain his or her thinking? know how to use multiplication to check division? 3. Repeat for the example 191 4. Does the student model the process correctly? find the correct answer? clearly explain his or her thinking? 4. Repeat for the example 517 5. Does the student model the process correctly? find the correct answer? clearly explain his or her thinking?

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