Division is the mathematical method for dividing numbers into smaller groups and should be taught after multiplication. The exercise below can be used to teach division to children. Copyright 2024: Edublox (Pty) Ltd.
Materials required:
- Blocks or buttons of the same color.
- Paper plates or shallow containers.
- Division flashcards (see PDF file below).
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Description:
The tutor shows the learner the first division card 2 ÷ 2 and asks, “What does the card say?” The learner must answer, “One divided by two.” The tutor will then tell the learner, “Take the blocks and show me what two divided by two looks like when blocks are used.”
The learner must take two blocks and arrange them as follows:
The tutor asks, “What is the answer?” to which the learner must say, “One.”
The tutor shows the learner the next division card, 4 ÷ 2, and asks, “What does the card say?” The learner must answer, “Four divided by two.” The tutor will ask the learner, “Take the blocks and show me what four divided by two looks like when blocks are used.”
The learner must take four blocks and arrange them as follows:
The tutor then asks, “What is the answer?” to which the learner must say, “Two.”
The tutor shows the learner the next division card, 6 ÷ 2, and asks, “What does the card say?” The learner must answer, “Six divided by two.” The tutor will ask the learner, “Take the blocks and show me what six divided by two looks like when blocks are used.”
The learner must take six blocks and arrange three blocks on each plate.
The tutor asks, “What is the answer?” to which the learner must say, “Three.”
If the learner gives an incorrect answer, the tutor will help the learner arrive at the correct answer by leading questions.
The tutor will continue in this way until she has the first six division cards in her hand.
The tutor shuffles the six cards, puts the first one on the table, and immediately covers it with her hand. The action of placing the flashcard on the table and covering it with one’s hand must be quick.
If the learner cannot give a correct answer, or if he answers hesitantly, she must put the card(s) in question aside so that it (they) can be drilled later. To drill, she shows the division card(s) (one at a time) to the learner and asks, “What is the answer?” She drills it (them) over and over until he can say the answer(s) fluently. If needed, the learner can again use blocks to illustrate an equation.
The six division cards are shuffled, and the process is repeated.
If (or as soon as) the learner can say the answers to the six division cards correctly and without hesitation, two more cards are added, and the process starts all over again:
1.) Two more division cards are added
The tutor shows the new division card, 3 ÷ 3, to the learner and asks, “What does the card say?” The learner must answer, “Three divided by three.” The tutor will ask the learner, “Take the blocks and show me what three divided by three looks like when blocks are used.”
The learner illustrates 3 ÷ 3 with blocks, and the tutor asks, “What is the answer?” to which the learner must say, “One.” Etc.
2.) The tutor shuffles the eight cards, puts them down one by one on the table, and immediately covers them with her hand.
If the learner cannot give a correct answer, or if he answers hesitantly, she must put the card(s) in question aside so that it (they) can be drilled later. To drill, she shows the division card(s) (one at a time) to the learner and asks, “What is the answer?” She drills it (them) over and over until they can say the answer(s) fluently. If needed, the learner can again use blocks to illustrate an equation.
3.) If (or as soon as) the learner can say the answers to the eight division cards correctly and without hesitation, two are added.
In this way, the tutor must work through all the flashcards.
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