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**Understanding Division.**

- Allow yourself to get familiar with the parts of a division problem.
- Uncheck the Start button to see how division is expressed as subtracting the Divisor until the result is zero.
- Click Next to explore.
- Check the box ” Sub as Add” to see subtraction as a process of adding the opposite of a number.

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**Meaning of Division.**

- Enter a divisor that is a whole number not greater than 10.
- Enter a dividend that is also a whole number between 10 and 100.
- Hit the Enter key.
- Write down the values of Q and R.
- Click on “Show model”.
- Click “Reset” to enter new numbers.

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**Understanding Division by sharing into groups.**

In this exercise of choosing two numbers to divide, they should both be positive whole numbers. The first number should be larger than the second number.

- Enter two positive whole numbers and press the Enter key.
- Click .
- Check the first box to see division as a quotative process. Quotative in Math means to “
**divide a number into groups of a measured quantity”**. - Check the second box to see division as a partitive process . Partitive in Math means to
**“share equally**“. - Click
**Reset**to refresh. - Enter new numbers to divide and repear the steps.

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How many pizzas will each student receive if 1 pizza is divided equally among the following number of students?

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How many pizzas will each student receive if each of the following numbers of pizzas are divided among 3 students?

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A baker has 12 pounds of almonds. She puts them in bags, so that each bag has the same weight. Clare and Tyler drew diagrams and wrote equations to show how they were thinking about 12 ÷ 6.

(1). How do you think Clare and Tyler thought about 12 How do you think Clare and Tyler thought about 6. Explain what each diagram and the parts of each equation could mean about the situation with the bags of almonds. Make sure to include the meaning of the missing number.

(2). Explain what the following division expression could mean about the situation with the bags of almonds. 12 ÷ 4.

(3). Draw a diagram to show how you are thinking about the expression above.

(4). Write a multiplication equation to show how you are thinking about the expression above.

(5). Explain what the following division expression could mean about the situation with the bags of almonds. 12 ÷ 2.

(6). Draw a diagram to show how you are thinking about the expression above.

(7). Write a multiplication equation to show how you are thinking about the expression above.

(8). Write a multiplication equation to show how you are thinking about the expression above. 12 ÷ .

(9). Draw a diagram to show how you are thinking about the expression above.

(10). Write a multiplication equation to show how you are thinking about the expression above.

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