Separating Equal Groups of Tens and Ones

Focus Exploring division with the blocks and the

Place mat

4-5

o work with division of larger numbers, we focus on the sharing meaning of division because it is very simple to model. This approach builds on childrens intuitive sense of how to share materials fairly. Children begin by showing the total number in its base ten representation, that is, by using blocks-of-10 and single blocks. They then share the blocks fairly among a given number of groups and tell the number in each group. Through this model, the children learn that the basic meaning of division applies to the larger blocks as well.

Sharing Blocks-of-10 and Ones

Remind the children that so far they have been using the single blocks to model division, and explain that now they are going to use the larger blocks as well. Present a story problem about blocks. For example:

Two children want to share 46 blocks. How many blocks should each child get?
Choose a volunteer to start the modeling and ask,

How can we show 46 on the Place mat?

When 46 has been represented on a Place mat with blocks-of-10 and single blocks, select two more volunteers to dramatize the problem. Given an intuitive sense of fairness, the two children who are sharing will naturally each take 2 blocks-of-10 and 3 single blocks. Order doesnt matter at this point; they may start with either the blocks-of-10 or the single blocks. Encourage the children to describe what they did. Also have them set the Digit Flip Cards to show the number in each group. Then have them connect their work to the number sentence 46 2 = 23. To reinforce the relationship between multiplication and division, ask,

If we put these groups of blocks back together, how many will there be? How do you know?
Give more examples that dont require children to unpack (regroup), such as 28 2, 63 3, and 88 4. Have children model these examples.

105

4-5

Children can use the blocks to model division examples that require regrouping. To find 30 2, they must unpack one block-of-10.

Next ask two volunteers to share 30 (3 blocks-of-10) fairly. Most likely, the two children will quickly take 1 block-of-10 each. Some may not know at first what to do with the remaining block-of-10, but because they know that there are singles inside the blocks, some children will likely suggest unpacking. Children can then distribute the 10 single blocks so that each of the volunteers gets 5. Again, have children set the Digit Flip Cards to show the number in each group and then write the related number sentence 30 2 = 15. Finally ask three children to model 45 3. First they represent the 45 with 4 blocks-of-10 and 5 single blocks. Children tend to begin the sharing process with the largest blocks; you might encourage them to do so, if they do not. Have several children relate the story of how their classmates shared the blocks. Through such retellings, children repeatedly hear the process of first sharing blocks-of-10, unpacking the blocks-of-10 that remain, and then sharing the single blocks. Children should have many opportunities to separate equal groups consisting of blocks-of-10 and single blocks. Connect the process to division examples presented in both vertical and horizontal forms, as well as to a variety of story problems. To encourage children to ref lect on the process, ask questions like these:

How many blocks-of-10 will each group get? Why are you unpacking that block-of-10? How many new single blocks will there be? Why?
For a greater challenge, you can extend these ideas to three-digit numbers. Children will discover that they can use exactly the same procedures as for division of two-digit numbers.

106

4-5
Practicing Key Ideas
Forty-Eight
Children work in pairs. They begin with 48 packed blocks (4 blocks-of-10 and 8 singles). First they separate the blocks into 2 equal groups, find the number in each group, and write the corresponding division sentence. Next they repack the 48 blocks and repeat for 3 equal groups. Finally, they repack again and repeat for 4 equal groups.

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

If 4 children share 48 blocks fairly, how many blocks will each child get?
Does the child model the process correctly? find the correct answer? 2. Present 72 3. Ask the child to show you how to use the blocks to find the answer and tell you what he or she is thinking. Does the child model the process correctly? find the correct answer? describe his or her thinking clearly?

107